The DOI matches its Crossref record.
Becoming a scholarly practitioner: as a teacher in higher education ‘how do I improve my practice’?
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.
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“While these categories can be treated independently, Hartog (2018) suggests that all three forms have a place in a human inquiry project in a scholarly setting.”
From Teaching cross-cultural and comparative perspectives of teacher development online: A reflective practitioner inquiry. (2023) · cites this paper as Hartog, 2018
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 22
- 10.1177/104973239700700302 · DOI
- Bateson G., 1972, Steps to an Ecology of the Mind
- Belenky M. F., 1986, Women’s Ways of Knowing: The Development of Self, Voice and Mind
- 10.4324/9781315545417 · DOI
- Coghlan D., 2014, Doing Action Research in Your Own Organisation, 10.4135/9781529682861 · DOI
- Ellis C., 2001, Handbook of Qualitative Research, 733
- Kemmis S., 2001, Handbook of Action Research: Participative Inquiry and Practice, 91
- Knowles M., 1984, The Modern Practice of Adult Education: From Pedagogy to Andragogy
- Knowles M., 1985, Andragogy in Action
- 10.4324/9780203305676 · DOI
- McNiff J., 1999, Rethinking Pastoral Care, 43
- Reason P., 1988, Human Inquiry in Action: Developments in New Paradigm Research
- Reason P., 2001, Handbook of Action Research: Participative Inquiry and Practice
- Richardson L., 1994, Handbook of Qualitative Research, 516
- Rogers C., 1983, Freedom to Learn for the 80’s
- Rowan J., 1981, Human Inquiry: A Source Book of New Paradigm Research, 93
- Rowan J., 2001, The Handbook of Action Research: Participative Inquiry and Practice, 114
- Schön D., 1983, The Reflective Practitioner
- 10.17763/haer.63.4.m42704n778561176 · DOI
- 10.1080/0305764890190106 · DOI
- Whitehead J., 1993, The Growth of Educational Knowledge: Creating Your Own Living Educational Theories, Collected Papers
- 10.3102/0013189X028009004 · DOI
Cited by
Toukan, E., & Niyozov, S. (2023) · Comparative and International Education · doi:10.5206/cie-eci.v52i1.11111 · Cited by 1
Metadata
- Authors
- Hartog, M.
- Affiliations
- Middlesex University London (GB)
- Corresponding author
- Hartog, Mary
- Venue
- Action Learning: Research and Practice
- Publisher
- Informa UK Limited
- Published
- 2018-07-03
- Volume
- 15
- Issue
- 3
- Pages
- 224-234
- ISSN
- 1476-7333 (ISSN-L)
- 1476-7341
- OpenAlex
- W2810067252
- Cited by
- 5
- References
- 0
- Citations by year
- 2026: 1 · 2023: 1 · 2022: 1 · 2021: 2
- FWCI
- 1.62
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Action Learning Research and Practice (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Middlesex University Research Repository (Middlesex University Of London) (submittedVersion)
- Topics
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Artistic and Creative Research
- Keywords
- self-directed learning, educational action research, living theory, autoethnography, reflective practice, university teaching, theory-practice integration
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- Hartog, M. (2018). Becoming a scholarly practitioner: as a teacher in higher education ‘how do I improve my practice’? Action Learning: Research and Practice. https://doi.org/10.1080/14767333.2018.1490697
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
