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jeanmcniff.com
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s by In this narrative of my self-study action research into my practice I describe and explain my living theory of caring pedagogical practice as I claim to know my own educational development (Whitehead 1989a) in relation to teaching children to realise their capacity to think critically, within a context of a new scholarship of educational practice (Boyer 1990). I claim that as I researched dialogical pedagogies that would support my aims of encouraging children to be critical thinkers, I also reconceptualised my own identity as a critical thinker and began to challenge dominant orthodoxies that have traditionally determined who is seen as a knower in a primary classroom and who is seen as an educational researcher. To view the entire thesis in PDF format, click here. Or to view it in sections click on the following links: List of contents, acknowledgements and abstract SECTION 1: Setting out on my epistemological journey Chapter 1: Background to my research Chapter 2: Problematic Contexts: Why was I concerned? Chapter 3: Methodological issues: How could I address my concerns? SECTION 2: Explaining my conceptual and literature frameworks Chapter 4: Taking action, engaging with the literature, developing conceptual frameworks Chapter 5: Becoming Critical: Engaging with the literatures of critical thinking, policy and research contexts Chapter 6: Reflecting on Action: Action Reflection Cycle 1 – identity issues and beginning my research Chapter 7: Action Reflection Cycle 2 Chapter 8: Action Reflection Cycle 3 Concluding Chapter: The end is a new beginning Chapter 9: Conclusion
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