 Becoming a scholarly practitioner: as a teacher in higher education ‘how do I improve my practice’?Mary Hartog Action Learning: Research and Practice, 2018, vol. 15, issue 3, 224-234 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. Date: 2018 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:alresp:v:15:y:2018:i:3:p:224-234 Ordering information: This journal article can be ordered from DOI: 10.1080/14767333.2018.1490697 Access Statistics for this article Action Learning: Research and Practice is currently edited by Kiran Trehan and Clare Rigg More articles in Action Learning: Research and Practice from Taylor & Francis Journals |
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