Enhancing Professional Development and Educator Recognition in Cyprus
Improving Schools With Action
and Living Theory Research
Jack Whitehead, University of
Cumbria, UK.
Ideas Concerning
•
i) Your present context of continuing professional
development
•
ii) Creating Master Educators of Cyprus using:
a) Action Research
b) Living Theory research and living-theories
•
iii) Spreading the influence of Living Theory research
with digital communications and multi-media
narratives and evidence from
and
•
iv) Supporting the Creation of Master Educators of
Cyprus with Living Theory Research and Action
Researchhttp://ejolts.nethttp://www.actionresearch.net
Your present context of continuing
professional development (A)
•
In general, current in-service training provision
in Cyprus is mainly informal, individual and
voluntary and has not evolved into structured
practices. (p.4)
•
Yiasemina Karagiorgi and Loizos Symeou
(2006)
Your present context of continuing
professional development (B)
•
At present I believe that you are in a period of
educational reform with developments in
teacher training involving a shift to school-
based professional development with
Headteachers increasingly involved in self-
evaluation projects.
Master Educators of Cyprus A)
•
I think that I am right in claiming that at
present your embodied knowledge as Master
and Doctor Educators is not yet recognized
within the accrediting and regulatory bodies
of Cyprus.
By your embodied knowledge I
mean the professional knowledge that you
express in your everyday practices as
educators.
Master Educators of Cyprus B)
•
Showing how other educators have received their
masters and doctoral degrees from a range of
different universities for such enquiries. These
resources are at:
•
http://www.actionresearch.net/writings/mastermod.
shtml
•
It is difficult but not impossible for an individual,
working as an independent and autonomous
educator to achieve these outcomes.
Master Educators of Cyprus
C)
•
Jack Whitehead and Marie Huxtable (2014)
‘Creating a Profession of Educators with the
living-theories of Master and Doctor
Educators.’
•
http://www.actionresearch.net/writings/jack/jwmh151114.pdf
•
See Issues of Gifted Education International
December 2013 and January 2016.
Action Research
http://www.actionresearch.net/writings/jack/jwarplan.pdf
•
Action Research is a systematic way of
improving practice and generating knowledge
with action reflection cycles of:
•
Expressing concerns
•
Imagining possible improvements
•
Acting
•
Evaluating
•
Modifying
Living Theory research
•
This is distinguished by:
•
Questions of the kind, ‘How do I improve what
I am doing?’
•
Individuals explaining and judging their
educational influence in terms of their
ontological and relational values.
•
Validating their explanations in terms of
comprehensibility, evidence, normative
background and authenticity.
A living-educational-theory
•
A living-educational-theory is an individual’s
explanation of their educational influence in
their own learning, in the learning of others
and in the learning of the social formations
within which the practice takes place.
Spreading the influence of Action and
Living Theory research with digital
communications
•
ACTION AND LIVING THEORY RESEARCH
•
http://www.actionresearch.net
•
THE EDUCATIONAL JOURNAL OF LIVING
THEORIES
•
http://ejolts.net
•
See Sally Cartwright’s contributions at:
•
http://www.actionresearch.net/writings/jack/s
allycartwrightmastereducatorjw140415.pdf
Supporting the Creation of Master
Educators of Cyprus with Living
Theories and Action Research
•
Creating networks of support inside and
outside schools
•
Gaining Accreditation for your living-
educational-theories.
The discourse focuses on improving professional development in Cyprus, shifting towards school-based training and recognizing the expertise of Master Educators. The discussion delves into the need for structured practices, the evolving landscape of teacher training, and the challenges faced by autonomous educators in obtaining higher degrees. Recommendations are made to enhance the recognition of educators' embodied knowledge and promote living theory research in creating a community of proficient educators.
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Presentation Transcript
Improving Schools With Action and Living Theory Research Jack Whitehead, University of Cumbria, UK.
Ideas Concerning i) Your present context of continuing professional development ii) Creating Master Educators of Cyprus using: a) Action Research b) Living Theory research and living-theories iii) Spreading the influence of Living Theory research with digital communications and multi-media narratives and evidence from http://www.actionresearch.net and http://ejolts.net iv) Supporting the Creation of Master Educators of Cyprus with Living Theory Research and Action Research
Your present context of continuing professional development (A) In general, current in-service training provision in Cyprus is mainly informal, individual and voluntary and has not evolved into structured practices. (p.4) Yiasemina Karagiorgi and Loizos Symeou (2006)
Your present context of continuing professional development (B) At present I believe that you are in a period of educational reform with developments in teacher training involving a shift to school- based professional development with Headteachers increasingly involved in self- evaluation projects.
Master Educators of Cyprus A) I think that I am right in claiming that at present your embodied knowledge as Master and Doctor Educators is not yet recognized within the accrediting and regulatory bodies of Cyprus. By your embodied knowledge I mean the professional knowledge that you express in your everyday practices as educators.
Master Educators of Cyprus B) Showing how other educators have received their masters and doctoral degrees from a range of different universities for such enquiries. These resources are at: http://www.actionresearch.net/writings/mastermod. shtml It is difficult but not impossible for an individual, working as an independent and autonomous educator to achieve these outcomes.
Master Educators of Cyprus C) Jack Whitehead and Marie Huxtable (2014) Creating a Profession of Educators with the living-theories of Master and Doctor Educators. http://www.actionresearch.net/writings/jack/jwmh151114.pdf See Issues of Gifted Education International December 2013 and January 2016.
Action Research http://www.actionresearch.net/writings/jack/jwarplan.pdf Action Research is a systematic way of improving practice and generating knowledge with action reflection cycles of: Expressing concerns Imagining possible improvements Acting Evaluating Modifying
Living Theory research This is distinguished by: Questions of the kind, How do I improve what I am doing? Individuals explaining and judging their educational influence in terms of their ontological and relational values. Validating their explanations in terms of comprehensibility, evidence, normative background and authenticity.
A living-educational-theory A living-educational-theory is an individual s explanation of their educational influence in their own learning, in the learning of others and in the learning of the social formations within which the practice takes place.
Spreading the influence of Action and Living Theory research with digital communications ACTION AND LIVING THEORY RESEARCH http://www.actionresearch.net THE EDUCATIONAL JOURNAL OF LIVING THEORIES http://ejolts.net See Sally Cartwright s contributions at: http://www.actionresearch.net/writings/jack/s allycartwrightmastereducatorjw140415.pdf
Supporting the Creation of Master Educators of Cyprus with Living Theories and Action Research Creating networks of support inside and outside schools Gaining Accreditation for your living- educational-theories.
