This paper follows the organisation of the successful proposal: 1) The research and action aims; 2) methodology, theoretical tools and methods; 3) results, outputs, program changes and events. The research aims are focused on the communication of meanings of relationally dynamic values in educational conversations in the generation of…

The last 20 years have seen a growing interest in researching pedagogy in Higher Education with action researchers playing a part in this growth. However, there are few studies that analyse the educational influences in learning of the action researcher in their own pedagogy in Higher Education. Hence the focus of this paper on enhancing…

In our last paper in "GEI" we presented an argument for teachers to engage in Living Educational Theory research as Continuing Professional Development. In this paper we extend our analysis to show how this can empower educators to improve their practice and, by offering as a gift the knowledge they generate in the process, contribute to…

Continuing professional development (CPD) living educational theory offers an approach to CPD that enables educators to enhance their own professional practice and enable them to offer as gifts the knowledge, expertise and talents they develop to extend the knowledge base of the profession. In this paper we briefly introduce living theory research…

This paper focuses on making explicit the embodied knowledge of educators using a living theory methodology and inciting the social imagination to create educational research for the public good. Using evidence from international contexts, the meanings of the energy-flowing values that educators use to explain their educational influences in their…

What I want to share in this contribution to education inquiry are some insights from my educational research programme between 1973-2010 about the kind of educational theories that can explain the educational influence of an individual in their own learning, in the learning of others, and in the learning of the social formations in which we live…

In this commentary, the author focuses on both the learning he is seeing in the longitudinal studies described in this issue of "Studying Teacher Education," and the evidence of "educational influences in students' learning" that he believes could be enhanced in producing co-created living theories with teacher educators, students, and pupils as…

Gives a critique of the taxonomy of action research presented by Wilf Carr. Locates this critique in a broader debate about dialectical and propositional logic and suggests a method of collaborative theory development that could enhance educational practices. (Author/AEM)

A new paradigm of educational research is presented that is grounded in the living educational theories that educational action researchers produce for their own professional learning. In this new paradigm there is no one theoretical framework. Each individual action researcher is creating his or her own living theory in the explanations for their…

Considers educational values and the constraints placed upon the realization of these values in the workplace. Discusses how the abuse of institutional power undermines the responsibilities accompanying academic freedom. (KO)

A previous keynote to the Act Reflect Revise Conference, focused on the significance of Creating Our Own Knowledge (Whitehead, 2000) for enhancing educators' professional knowledge-base. This 2005 keynote develops the theme of creating the author's and his colleagues' own knowledge in living theories of their productive lives in education. The…

Some reflections on the future of educational research are offered as responses to questions derived from an article by Ian Stronach ("Research Intelligence," n61 p3 1997). The first is the question of what the future holds for the philosophy and methodology of educational inquiry. A response to this question must recognize the importance of the…

A new form of knowledge proposed for a teacher education curriculum is dialogical and grounded in an educational researcher's experience of existing as a living contradiction within the politics of truth of a university. It includes a systematic form of action-reflection cycle and depends for its generalizability on teacher researchers producing…

This paper argues that school and university teachers could become part of a unified profession of educators through the creative and critical contributions of a new discipline of educational inquiry to the professional knowledge base for teaching. The first section consists of graduate-level dissertations and theses of teacher researchers who…

Explains how educators can create a living educational theory and improve their practice by reflecting on the improvement process. Reflection must focus on areas like acknowledging one's existence as a living contradiction, showing values in action, and determining which power relations influence the academic legitimacy of a living educational…