Re-thinking professional development and accountability: towards a more educational training practice
In this article, I discuss the contribution of theoretical resources to the transformation in my thinking about professional development and accountability, within an action research self-study of practice as a civil servant, in the context of participation on the Doctor in Education (Leadership) pr...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Sciendo
2015-08-01
|
| Series: | International Journal for Transformative Research |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/ijtr-2015-0002 |
| _version_ | 1797349324885065728 |
|---|---|
| author | Emmett Yvonne |
| author_facet | Emmett Yvonne |
| author_sort | Emmett Yvonne |
| collection | DOAJ |
| description | In this article, I discuss the contribution of theoretical resources to the transformation in my thinking about professional development and accountability, within an action research self-study of practice as a civil servant, in the context of participation on the Doctor in Education (Leadership) programme at Dublin City University (DCU) in the period 2008-2012. It is at the intersection of these subject positions, between theory and practice, that professional development was explored through the ‘leadership problem’ of encouraging trainer colleagues to investigate the educational potential of information and communications technologies (ICT) for the development of their practice. Ultimately, this constituted a critical space for sustained dialogue between the self and the social in exploring professional subjectivity. The resources discussed supported the interrogation of social, cultural and historical conditions influencing self-understanding and narrative reasoning (Tamboukou, 2008) and movement from strategic to communicative reasoning (Habermas, 1984). It is claimed that this has significance for the development of a more educational training practice, which expresses a concern for subjectivity and agency in the face of a growing ‘performativity’ in professional life (Ball, 2003). |
| first_indexed | 2024-03-08T12:28:43Z |
| format | Article |
| id | doaj.art-d0ff32bbfe7d4b9fa55c27fce535ff11 |
| institution | Directory Open Access Journal |
| issn | 2353-5415 |
| language | English |
| last_indexed | 2024-03-08T12:28:43Z |
| publishDate | 2015-08-01 |
| publisher | Sciendo |
| record_format | Article |
| series | International Journal for Transformative Research |
| spelling | doaj.art-d0ff32bbfe7d4b9fa55c27fce535ff112024-01-22T07:04:34ZengSciendoInternational Journal for Transformative Research2353-54152015-08-012111010.1515/ijtr-2015-0002ijtr-2015-0002Re-thinking professional development and accountability: towards a more educational training practiceEmmett YvonneIn this article, I discuss the contribution of theoretical resources to the transformation in my thinking about professional development and accountability, within an action research self-study of practice as a civil servant, in the context of participation on the Doctor in Education (Leadership) programme at Dublin City University (DCU) in the period 2008-2012. It is at the intersection of these subject positions, between theory and practice, that professional development was explored through the ‘leadership problem’ of encouraging trainer colleagues to investigate the educational potential of information and communications technologies (ICT) for the development of their practice. Ultimately, this constituted a critical space for sustained dialogue between the self and the social in exploring professional subjectivity. The resources discussed supported the interrogation of social, cultural and historical conditions influencing self-understanding and narrative reasoning (Tamboukou, 2008) and movement from strategic to communicative reasoning (Habermas, 1984). It is claimed that this has significance for the development of a more educational training practice, which expresses a concern for subjectivity and agency in the face of a growing ‘performativity’ in professional life (Ball, 2003).https://doi.org/10.1515/ijtr-2015-0002accountabilitye-learningleadershipprofessional developmenttraining |
| spellingShingle | Emmett Yvonne Re-thinking professional development and accountability: towards a more educational training practice International Journal for Transformative Research accountability e-learning leadership professional development training |
| title | Re-thinking professional development and accountability: towards a more educational training practice |
| title_full | Re-thinking professional development and accountability: towards a more educational training practice |
| title_fullStr | Re-thinking professional development and accountability: towards a more educational training practice |
| title_full_unstemmed | Re-thinking professional development and accountability: towards a more educational training practice |
| title_short | Re-thinking professional development and accountability: towards a more educational training practice |
| title_sort | re thinking professional development and accountability towards a more educational training practice |
| topic | accountability e-learning leadership professional development training |
| url | https://doi.org/10.1515/ijtr-2015-0002 |
| work_keys_str_mv | AT emmettyvonne rethinkingprofessionaldevelopmentandaccountabilitytowardsamoreeducationaltrainingpractice |