Becoming a scholarly practitioner: as a teacher in higher education 'how do I improve my practice'?
Article
Hartog, M. 2018. Becoming a scholarly practitioner: as a teacher in higher education 'how do I improve my practice'? Action Learning: Research and Practice. 15 (3), pp. 224-234. https://doi.org/10.1080/14767333.2018.1490697
Type | Article |
---|---|
Title | Becoming a scholarly practitioner: as a teacher in higher education 'how do I improve my practice'? |
Authors | Hartog, M. |
Abstract | This paper explores what it means to research one’s own practice, drawing on my experience as an educational action researcher and creating a living theory thesis. I begin by identifying key theories that inform my approach, exploring how scholarship in the form of self-study is viewed as a discipline, addressing issues of rigour and validity and I explain how the values of an educational practitioner are central to this practice-based research. I then explain the origins of my research and explore the relationship between living theory and auto-ethnography, showing how storied accounts of my practice illuminate my inquiry. Next, I explore what becoming a reflective practitioner has meant for me and its place in my research. I then explore how I understand humanistic action research as a dialectical engagement with the world and in relation to the stages of my research. I conclude with a summary of my journey of research and scholarship and ask why self-study matters. |
Keywords | General Business, Management and Accounting, Education |
Publisher | Taylor and Francis |
Journal | Action Learning: Research and Practice |
ISSN | 1476-7333 |
Publication dates | |
Online | 03 Jul 2018 |
02 Sep 2018 | |
Publication process dates | |
Deposited | 09 Jul 2018 |
Accepted | 03 Jun 2018 |
Output status | Published |
Digital Object Identifier (DOI) | https://doi.org/10.1080/14767333.2018.1490697 |
Language | English |
https://repository.mdx.ac.uk/item/87v96
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