Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/19766
Full metadata record
DC FieldValueLanguage
dc.contributor.advisorI'Anson, John-
dc.contributor.advisorAllan, Julie-
dc.contributor.authorDewhirst, Claire-
dc.date.accessioned2014-04-08T15:39:37Z-
dc.date.available2014-04-08T15:39:37Z-
dc.date.issued2013-
dc.identifier.urihttp://hdl.handle.net/1893/19766-
dc.description.abstractThis study draws upon a methodological approach based on the use of objects to explore the experiences of a group of teachers undertaking a Masters-level Continuing Professional Development programme. Eight Respondents were invited to bring three objects to their interview that represented significant aspects of their practice in relation to the course. These objects afforded an exploration of respondents’ views, experiences and consideration of the impact of the programme on their professional identities. In order to engage analytically with the data the work draws upon notions of spatiality as well as the later work of Foucault on truth and subject formation. The thesis considers the role of professional learning as shaped by the current policy process and, how professional learning is, in turn, shaped by the teachers undertaking the course. Such a consideration allows for a methodological take on the CPD process as one whereby people, as well as objects, such as ‘standards’, play equally important roles. In drawing upon the later work of Foucault (1984a, 1984b) analysis of the data considered the ways in which the practices of the course that the teachers engaged with (Askēsis) lead to a desire to speak their mind and express ideals of truth about educational practice (Parrhēsia). This means that in thinking about their practice through the activities and processes of the programme encourages the development of the ethical work of the teacher. In the light of such problematisation, this study encourages a rethinking of both policy and practice and argues for a change in the discourse of education from the concept of professional development to that of professional learning within a relational and ethical framing.en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Stirlingen_GB
dc.subjectFoucaulten_GB
dc.subjectCPDen_GB
dc.subjectethicalen_GB
dc.subjectobjectsen_GB
dc.subjectprofessional learningen_GB
dc.subjectaskesisen_GB
dc.subjectparrhesiaen_GB
dc.subjectstandardsen_GB
dc.subject.lcshTeachers Training of Great Britainen_GB
dc.subject.lcshVocational qualificationsen_GB
dc.titleThinking Practice: CPD as Ethical Worken_GB
dc.typeThesis or Dissertationen_GB
dc.type.qualificationlevelDoctoralen_GB
dc.type.qualificationnameDoctor of Educationen_GB
dc.author.emailc.dewhirst@qub.ac.uken_GB
Appears in Collections:Faculty of Social Sciences eTheses

Files in This Item:
File Description SizeFormat 
finalversionofthesis17012014.pdf1.26 MBAdobe PDFView/Open


This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.