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
TypeArticle
TitleBecoming a scholarly practitioner: as a teacher in higher education 'how do I improve my practice'?
AuthorsHartog, 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.

KeywordsGeneral Business, Management and Accounting, Education
PublisherTaylor and Francis
JournalAction Learning: Research and Practice
ISSN1476-7333
Publication dates
Online03 Jul 2018
Print02 Sep 2018
Publication process dates
Deposited09 Jul 2018
Accepted03 Jun 2018
Output statusPublished
Digital Object Identifier (DOI)https://doi.org/10.1080/14767333.2018.1490697
LanguageEnglish
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https://repository.mdx.ac.uk/item/87v96

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