Conceptualising College Phronēsis for Teacher Professionalism: A Cartographic Research Assemblage
type: CreativeWork
description: Working for three decades in educational research on pupil voice and practitioner research in the UK has allowed me to witness, at first hand, the transformative impact that research can have on teaching and learning in schools. These experiences have led to this professional doctorate study which explores the transformative potential of a collegial conceptualisation of Aristotle’s phronēsis (also known as ‘practical wisdom’) as a values-led interweaving of research, professional knowledges, theory and policy offering a new philosophical foundation for teacher professionalism. As a professional doctorate study this research is grounded in my practice as a researcher and educator: it therefore embodies a duality in perspective and purpose that is unique to professional doctorate studies (Burnard et al, 2018). This study’s innovative methodology of cartographic research assemblage has a composite structure incorporating three charts to produce a three-dimensional, conceptual mapping of a tentative conceptualisation of collegial phronēsis for teacher professionalism. The first chart - Mapping Phronēsis Through Research in Schools and Classrooms - is a critical autoethnographic study of my work with teachers, researchers, policy makers and students. The second chart - Mapping Phronēsis and Teacher Professionalism in the Literature - is a discursive literature review of theory, research and policy relating to the concept of phronēsis and the concept of teacher professionalism. The third chart - Mapping Phronēsis for Teaching Professionalism: Co-creating Innovative Praxis - explores a set of published narrative vignettes, authored by teachers and researchers who are co-creating innovative praxis in their own professional settings. The three charts are brought together in the cartographic research assemblage which involves multi-layered analysis, tracing out the complex, entangled threads identified across the three charts. The study’s conclusion proposes a set of recommen…
abstract: Working for three decades in educational research on pupil voice and practitioner research in the UK has allowed me to witness, at first hand, the transformative impact that research can have on teaching and learning in schools. These experiences have led to this professional doctorate study which explores the transformative potential of a collegial conceptualisation of Aristotle’s phronēsis (also known as ‘practical wisdom’) as a values-led interweaving of research, professional knowledges, theory and policy offering a new philosophical foundation for teacher professionalism. As a professional doctorate study this research is grounded in my practice as a researcher and educator: it therefore embodies a duality in perspective and purpose that is unique to professional doctorate studies (Burnard et al, 2018). This study’s innovative methodology of cartographic research assemblage has a composite structure incorporating three charts to produce a three-dimensional, conceptual mapping of a tentative conceptualisation of collegial phronēsis for teacher professionalism. The first chart - Mapping Phronēsis Through Research in Schools and Classrooms - is a critical autoethnographic study of my work with teachers, researchers, policy makers and students. The second chart - Mapping Phronēsis and Teacher Professionalism in the Literature - is a discursive literature review of theory, research and policy relating to the concept of phronēsis and the concept of teacher professionalism. The third chart - Mapping Phronēsis for Teaching Professionalism: Co-creating Innovative Praxis - explores a set of published narrative vignettes, authored by teachers and researchers who are co-creating innovative praxis in their own professional settings. The three charts are brought together in the cartographic research assemblage which involves multi-layered analysis, tracing out the complex, entangled threads identified across the three charts. The study’s conclusion proposes a set of recommen…
author: Flutter, Julia
language: eng
keywords: Cartographic Research Assemblage, Educational research, Phronesis, Professional Collegiality, Teacher professionalism
license: https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/0e181481-be9a-4666-8a24-46cab6669cd6/download
license: https://www.rioxx.net/licenses/all-rights-reserved/
date published: 2023-09-23
date modified: 2026-07-22T22:24:25Z
provider: Cambridge University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Cambridge

PropertyValue
property ID: DOI
value: 10.17863/CAM.105912