A
critical reflection on the theories based on developing lines of inquiry.
In an attempt to know and understand my professional
practice, Reader
4 introduces me to the idea of professional inquiry. By using the tools of professional networking
and reflection I’ve established in module 1, through the investigation and
exploration of my work, I could then develop a group of questions that would
form a useful line of inquiry.
Kahn
and O’Rouke, 2004 highlight ideas behind enquiry-based
learning, describing the approach as,
a shift away from more passive methods,
which involve the transmission of knowledge… facilitating the construction of
ones own knowledge… and understanding by engaging in a supported process of
enquiry (Kahn
and O’Rouke, 2004).
Their guide to enquiry-based learning presents the root of
professional inquiry and provides a good opening to my exploration of its
surrounding concepts. Also pointing out that by asking open ended questions,
valuing the ideas of others, encouraging experience reflection and explaining
the process, I am aware that not only the questions that construct the inquiry
important, but the method and style in which they are asked also play a big
hand in the end results.
Noticing the link between work based learning and the
professional inquiry process is supported by Peter Senge. Stating that organisational
learning is a platform to allow the continual expansion of the capacity to
create new ideas of what they do. By shifting ones attention to the people within
the work place and exploring the reactions of these people, we can learn and
re-create what was once known, thus providing the capacity to constantly update
ones knowledge within their practice. Reader 4 makes an important link to the
ideas of Strange as the underpinning elements that shape inquiry based learning,
before moving on to Argis and Schon. Introducing their notion of single and
double-loop learning (Mark
K. Smith, 2001), single-loop learning being similar to Kolb’s
learning cycle, in this instance the learning process happens within the
organisation. However, when errors and issues indicate that the learning isn’t
enough to address the problem, awareness is averted to outside of the
organisation. Once other influences are observed and evaluated, it is brought
back into the organisation for further learning. This is known as double loop
learning.
Reader 4 then explores the identification process of
knowledge within the workplace. Eraut
(2007), “found that participants learned more through their work
than through formally organised learning events”. Here Eraut highlights an
important benefit to professional inquiry, by looking deeply into what we do
and what others do within our work environment, rather than researching in a conventional
passive sense, one can realise things within ones practice that was somewhat
absent before. In accepting that
knowledge is often thought of as disciplines, the notion of inter-disciplary arises.
An idea that single disciplines within ones practice isn’t enough. This is
something I have personal experience of, I may have the disciplines of acting,
but I also am a drama teacher. There for my knowledge would also expand to the
discipline of education. This is an important find to my inquiry, as balancing
my disciplines is something I am interested in looking at. The reader also
talks about the idea of transdisciplinary, where not only are there various
disciplines involved, but the very perspective of them change, thus creating a
wider spectrum of knowledge.
Eraut, 1991 introduces the ideology of Professionalism,
explaining that professional knowledge is all the ideas of professionals within
the concept of the process of professionaliastion. Eraut claims that the
history of the relationship between higher education and the professions
allowed a reconstructioning of professional knowledge. Eraut, 1991 then goes on
to distinguishing the different types of knowledge. Such as, propositional
knowledge, impressions and personal knowledge, and process knowledge. He argues
that, “the traditional dual-qualification system… fails to address many of the
difficult problems identified…. Giving little time to analyse the process
involved, to develop professional thinking.” (Eraut, 1991). He states an
importantance to a system of continuing to learn, even after the qualification and
by learning by experience and process, one can be better trained to deal with
life in their profession.
“The professional inquiry approach to practitioner research introduces
a process of determining knowledge that is valuable to individual learners and
their networks” (Reader 4), this notion brings me to the point of choices.
During inquiry, the researcher determines the value of the presented knowledge.
Once the practitioner looks closely at what other professionals do and through exploring
relevant literature, the research can lead the practitioner to more informed decisions
within the work place. Collecting knowledge within your practice seems a good
place to start, but then retrieving it from literature could create a critical curiosity.
As the work of many practitioners can be so varied and specific, could you
research too far away from your work place. In my search for further reading
McKinney et al (2011) provide a valuable argument of this,
inquiry based learning involves students
in a process of self-directed inquiry or research, often open-ended, messy
scenarios possibly based on real life problems… There is a clear relationship
between information literacy and inquiry based learning, in that students need
to be competent and confident in the information environment for their
discipline in order to be effective inquires (McKinny
et al 2011).
Information literacy through inquiry is rooted in the theory
of constructionism, which
I explored in module 1, where learning is a process of
constructing understanding as appose to passively learning. Choosing a topic
for research is an important focus, Martyn Denscombe (2002) suggests that the
purpose of the inquiry is a good place to start, weather developing good
practice or describing something, Redeaer 4 states that looking deeply into the
world of your practice should start with that that is important to you. After
this choice is made, it then becomes about developing strategies and approaches
to investigate what one wishes to know better. Penelope Hanstien’s diagram
(1999) provides a good visualisation of the research design process (Appendix
1), illuminating the idea that the inquiry process isn’t nessacerilly a case of
starting at the beginning and moving toward the answer, rather moving back and
forward through careful consideration and questioning, one can arrive at the
purpose of the research.
Finally the reader brings me to the consideration of the
people I am carrying the research on. An awareness of ethics surfaces and
Costley, Eliot and Gibbs (2010), support this idea in the chapter, Specific
insider-researcher issues. Informing a,
need to consider the power dynamics involved in requesting
colleagues to be involved in your research (Costley et al, 2010), such as, criticism
can be perceived by the organisation and can cause tension, difficulty in
ensuring anonymity of the subject if the organisation is know, issues of confidentiality
to the researcher, insiders have more access to data within the organisation.
This sort of insider research can give the insider a sense of well-informed
answers to questions and helps to highlight conflicting ideas in the work
place. Reading further, I discover that the researcher does in fact have the
overriding power over such research projects, as the very act of interpretation
can give a final construction to the findings and minimizing this power by
allowing others to also analyse results may be useful.
Starting to think about my SIG – Special Interest Group, Kate
Jones provides a good compliment to the idea of ethics in research.
Advising the importance of using professional language, treating all members
with respect and creating a good dynamic between all. Honesty and contact with
the group can all be factors that lead to a successful relationship with ones
SIG. I now begin to think about the area within my practice in need of inquiry.
Bibliography:
Reader 4, 2012. BAPP, Reader
4: Developing Lines of Professional Inquiry. [Online] Available from:
Eraut, M, 2007. Early
Career Learning at Work Insights into Professional Development During First
Job, Teaching research and Learning Briefing Teaching. [Online] Available from:
[Accessed
3/9/12]
Michael Eraut, 1991, chapter 6, learning professional
process: public knowledge and personal experience, Developing professional Knowledge and competence. Falmer Press,
London.
McKinny et al, 2011, Information literacy through
inquiry: A Level One psychology module at the University of Sheffield. [Online] Available from:
Kanh and O’Rouke, 2004. Guide
to Curriculum Design: Enquiry-Based Learning. [Online] Available from: http://www.ceebl.manchester.ac.uk/resources/guides/kahn_2004.pdf [Accessed
3/9/12]
Smith, M, 2001, Peter
Senge and the learning organisation: The learning organisation. [Online]
Available from:
[Accessed
3/9/12]
Smith, M 2001. Chris Argyris: theories of action, double-loop
learning and organizational learning', the
encyclopedia of informal education. [Online] Available from:
[Accessed
3/9/12]
Jones, K. Online
Group-Work Guidelines, Centre for Excellence in enquirey Based Learning (CEEBL)
The University of Manchester. [Online] Available from:
[Accessed
3/9/12]
Denscombe, M 2002.
Ground Rules for Good Researchers 10 Point
Guide for social researchers. Open University, Buckingham.
Costley et al, 2010, Doing
Work Based Learning; Approaches to enquirey for insider researchers, Sage
publications, London.
Appendices:
Appendix 1:
Diagramme can be seen on page 18 of PDF file.
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