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Reflecting on reflection: a case-study of one teacher's early-career professional learning

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thesis
posted on 14.08.2018, 10:36 by Karl Attard
This research aims to analyse the ways in which one early-career teacher learns through and about professional practice. Data presented in this study are drawn from thirty months of reflective teaching and focus on pedagogical practices, critical reflection upon those practices, and the teacher's ongoing professional learning. The research methods used in this study are a combination of qualitative methods including reflection, action research, and case-study (more specifically, self-study). Also, reflective journal writing has been a useful tool for the teacher-researcher to understand his own development. It is interesting to note that reflective practice was the glue that kept the research process together, while also being the main focus of inquiry. A range of data analysis procedures were undertaken including reflective analysis, narrative analysis, and grounded theory analysis. [Continues.]

History

School

  • Sport, Exercise and Health Sciences

Publisher

© Karl Attard

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2006

Notes

A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy at Loughborough University.

Language

en

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