A living educational theory research approach to continuing professional development in education

Mounter, Joy (2024) A living educational theory research approach to continuing professional development in education. In: BERA Conference 2024 (British Educational Research Association), 8-12 September 2024, University of Manchester, UK. (Unpublished)

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Abstract

We find ourselves within a world of growing tension and discord and in a values-laden profession such as education, values-led leadership and professional development should be considered a priority. Offering clarity and embodiment in practice of values, those of peace, human rights and the flourishing of humanity (Whitehead, ****). Planned for, from Initial Teacher Training, through a practitioner’s continuing professional development, researching any living contradictions between practice and their values, practitioners ask questions such as, “How can I improve my practice and help others to do so too?” (Whitehead and Huxtable, 2024).

Much of the continual professional development currently offered within education in England is competency-based, this includes leadership training through the National Professional Qualifications (DfE, ****). After years of continual professional development that was not always effective and not usually inspiring, of which I had no say in regarding the content or timing, I found myself considering my future within the profession. The issue of retention of teachers and leaders within education, was and is, a recurring tension in research and the press locally, nationally and internationally. Professor Dame Alison Peacock, in the introduction to the newly published working paper by the Chartered College of Teaching (2024), states: “I therefore think that it is crucial for us to redefine what we mean by teacher professionalism and advocate for a more aspirational vision for our profession”.

This research presents an epistemology for educational research that is grounded in a professional educational practitioner ‘accepting educational responsibility’ for their own continuing professional learning and development within a new Teacher Standard of professionalism, part of my PhD research, called ‘Living Professionalism’. Practitioners research their practice utilising the creative research methodology of Living Educational Theory Research, clarifying the values that bring purpose and meaning to their practice within education.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Education > Non-Initial Teacher Education
Additional Information:	Symposium title: Generating an epistemology for educational research from the responsibility of educators and educational researchers to research their own professional development.
Depositing User:	Anna Lupton
Date Deposited:	02 Oct 2024 09:35
Last Modified:	02 Oct 2024 09:45
URI:	https://insight.cumbria.ac.uk/id/eprint/8424

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