Monthly Archives: September 2015

DDP Mod 2 Reflective Hand-in Assignment

EdD DDP2 Reflective Assignment 2 In this essay, I address three points of reflection during this module. As a prologue, I would say that the relationship with the module tutor took up the greater part of my reflection time. (Not … Continue reading

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Edev_502 Hand-in Assignment 2

Learning theories contrasted: More than an exercise in rebranding EdD Module 2 Hand-in Assignment 2 Introduction That humans learn is a trivial fact. Non-trivial are the questions surrounding how we learn, which are problematic because decisions about learning deeply affect … Continue reading

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Edev_502 Hand-in Assignment Concept Map Draft

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Edev_502 Hand-in Assignment Concept Map

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Edev_502 Hand-in Assignment 1

Self-Authorship and Self-Constructivism in the Doctoral Journey EdD Module 2 Hand-in Assignment 1 The need to identify initial being Teaching is theory permeated. When we start to look for theoretical positions, we can see them in every action, in every … Continue reading

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Edev_502 response wk9_7

Your reply highlights two critical points in modern education. I think that there are many who agree with the person who asked, “why can’t they let the professor regurgitate his rich knowledge to the student?” The lecture approach is a … Continue reading

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Edev_502 response wk9_6

I read with interest your description your examples of tension between social reproduction and transformation. Following up the references, I was struck by the lack of engagement with the idea of generational divides in the literature on professional learning. Another … Continue reading

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Edev_502 response wk9_5

The notion of segregation is challenging in terms of the wider discussion of possible future selves in the increasingly multi- and international context. Because both of you are talking about the UAE, it’s not clear to me if there’s a … Continue reading

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Edev_502 response wk9_4

In relation to the Japanese context, I couldn’t agree more when you wrote; “It is not about guiding students to elaborate possible selves but rather to give ideas of what the students should become.” There may be a tension amongst … Continue reading

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Edev_502 response wk9_3

I forgot to thank you for the information about Swansea. By the way, you were right about the doctorate being a level 8 qualification in England and Wales. http://www.naric.org.uk/europass/documents/ds_chart.pdf My expectation is that the trend towards STEM as the main epistemology will … Continue reading

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