{"id":{"repo_id":"dundee","oai_identifier":"oai:discovery.dundee.ac.uk:studenttheses/9ed97739-52cf-40d1-ac61-40b79efbdec5"},"canonical_url":"https://search.dev.ndltd.org/etd/dundee/oai:discovery.dundee.ac.uk:studenttheses/9ed97739-52cf-40d1-ac61-40b79efbdec5","repository":{"repo_id":"dundee","name":"University of Dundee","base_url":"https://discovery.dundee.ac.uk/ws/oai"},"display":{"title":"An investigation into teacher-initiated or DIY Professional Development: The push and pull of teacher Professional Development","abstract":"Within education formalised teacher professional development (PD) has long been an area of research interest. In contrast informal, teacher-initiated PD has been researched far less. This thesis addresses this issue by investigating the proposed concept of DIY teacher professional development.
This study employs a bricolage methodology involving pragmatic decision making to select any method or tool at the disposal of the researcher. The theoretical perspective, used as a lens for analysis, was influenced by critical pedagogists. Data collection was via a Delphi study (administered via electronic means) in which the initial round utilised a qualitative open-ended questionnaire, analysed thematically to produce statements. The second round involved a quantitative questionnaire to establish expert consensus on these statements. Data were analysed through descriptive statistics; alongside this a personal reflexive journal was compiled to track the researcher’s own developmental journey.
The consensus from the expert panellists was that teacher-initiated PD (the term preferred to DIY PD by participants) could be used as a separate classification of professional development. Key activities included: professional conversations and learning communities, which could expand to include networks. Key factors relating specifically to teachers included: relevancy to the participant; motivation, trust, agency and ownership, with collaboration as a facilitating factor. A further notable delivery factor included location of the PD delivery. Finally, given the complexity of this subject, the study also identifies emergent themes including: teacher identity, implicit learning, accountability and transparency, alternate discourse, and power, hierarchy and control.
The thesis makes a contribution to the education community on three levels. Methodologically it shows how a Delphi study may be used within the educational context, as currently this is an under-utilised approach within education. Secondly the study informs the wider education community, including: teachers, administrators, policy makers, and teacher educators, on what PD may involve and might develop over coming years. The final contribution is a critique of the way the author has developed professionally which will inform their ongoing professional, and personal, development as an educator and researcher.","abstract_html":"Within education formalised teacher professional development (PD) has long been an area of research interest. In contrast informal, teacher-initiated PD has been researched far less. This thesis addresses this issue by investigating the proposed concept of DIY teacher professional development.<br/><br/>This study employs a bricolage methodology involving pragmatic decision making to select any method or tool at the disposal of the researcher. The theoretical perspective, used as a lens for analysis, was influenced by critical pedagogists. Data collection was via a Delphi study (administered via electronic means) in which the initial round utilised a qualitative open-ended questionnaire, analysed thematically to produce statements. The second round involved a quantitative questionnaire to establish expert consensus on these statements. Data were analysed through descriptive statistics; alongside this a personal reflexive journal was compiled to track the researcher’s own developmental journey.<br/><br/>The consensus from the expert panellists was that teacher-initiated PD (the term preferred to DIY PD by participants) could be used as a separate classification of professional development. Key activities included: professional conversations and learning communities, which could expand to include networks. Key factors relating specifically to teachers included: relevancy to the participant; motivation, trust, agency and ownership, with collaboration as a facilitating factor. A further notable delivery factor included location of the PD delivery. Finally, given the complexity of this subject, the study also identifies emergent themes including: teacher identity, implicit learning, accountability and transparency, alternate discourse, and power, hierarchy and control.<br/><br/>The thesis makes a contribution to the education community on three levels. Methodologically it shows how a Delphi study may be used within the educational context, as currently this is an under-utilised approach within education. Secondly the study informs the wider education community, including: teachers, administrators, policy makers, and teacher educators, on what PD may involve and might develop over coming years. The final contribution is a critique of the way the author has developed professionally which will inform their ongoing professional, and personal, development as an educator and researcher.","abstract_has_math":false,"creators":["Holme, Richard"],"institution":"University of Dundee","degree_name":"Doctor of Education","degree_level":"Doctoral Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Lakin, Elizabeth","Schofield, Susie"],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019","date_published":"2019","updated_at":"2026-07-24T02:08:46Z","subjects":["CPD","Professional development","Education","Teacher education","Professional learning","CLPL","Grassroots","DIY","Scottish Education","Bricolage","Delphi study"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:discovery.dundee.ac.uk:studenttheses/9ed97739-52cf-40d1-ac61-40b79efbdec5"],"render_values":[{"text":"oai:discovery.dundee.ac.uk:studenttheses/9ed97739-52cf-40d1-ac61-40b79efbdec5","href":null,"code":true}]}]},"links":{"outbound_url":"https://discovery.dundee.ac.uk/en/studentTheses/9ed97739-52cf-40d1-ac61-40b79efbdec5","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Lakin, Elizabeth","Schofield, Susie"]},{"key":"dc:creator","label":"Author","values":["Holme, Richard"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019"]},{"key":"dc:date.issued","label":"Date","values":["2019"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Dundee"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://discovery.dundee.ac.uk/en/studentTheses/9ed97739-52cf-40d1-ac61-40b79efbdec5"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral Thesis"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["CPD","Professional development","Education","Teacher education","Professional learning","CLPL","Grassroots","DIY","Scottish Education","Bricolage","Delphi study"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:discovery.dundee.ac.uk:studenttheses/9ed97739-52cf-40d1-ac61-40b79efbdec5","https://discovery.dundee.ac.uk/en/studentTheses/9ed97739-52cf-40d1-ac61-40b79efbdec5"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://discovery.dundee.ac.uk/files/34462437/R_Holme_EdD_Thesis_2019.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Within education formalised teacher professional development (PD) has long been an area of research interest. In contrast informal, teacher-initiated PD has been researched far less. This thesis addresses this issue by investigating the proposed concept of DIY teacher professional development.
This study employs a bricolage methodology involving pragmatic decision making to select any method or tool at the disposal of the researcher. The theoretical perspective, used as a lens for analysis, was influenced by critical pedagogists. Data collection was via a Delphi study (administered via electronic means) in which the initial round utilised a qualitative open-ended questionnaire, analysed thematically to produce statements. The second round involved a quantitative questionnaire to establish expert consensus on these statements. Data were analysed through descriptive statistics; alongside this a personal reflexive journal was compiled to track the researcher’s own developmental journey.
The consensus from the expert panellists was that teacher-initiated PD (the term preferred to DIY PD by participants) could be used as a separate classification of professional development. Key activities included: professional conversations and learning communities, which could expand to include networks. Key factors relating specifically to teachers included: relevancy to the participant; motivation, trust, agency and ownership, with collaboration as a facilitating factor. A further notable delivery factor included location of the PD delivery. Finally, given the complexity of this subject, the study also identifies emergent themes including: teacher identity, implicit learning, accountability and transparency, alternate discourse, and power, hierarchy and control.
The thesis makes a contribution to the education community on three levels. Methodologically it shows how a Delphi study may be used within the educational context, as currently this is an under-utilised approach within education. Secondly the study informs the wider education community, including: teachers, administrators, policy makers, and teacher educators, on what PD may involve and might develop over coming years. The final contribution is a critique of the way the author has developed professionally which will inform their ongoing professional, and personal, development as an educator and researcher."]},{"key":"dc:title","label":"Title","values":["An investigation into teacher-initiated or DIY Professional Development: The push and pull of teacher Professional Development"]}]}],"canonical_facts":{"dc:contributor.advisor":["Lakin, Elizabeth","Schofield, Susie"],"dc:creator":["Holme, Richard"],"dc:date":["2019"],"dc:date.issued":["2019"],"dc:description.abstract":["Within education formalised teacher professional development (PD) has long been an area of research interest. In contrast informal, teacher-initiated PD has been researched far less. This thesis addresses this issue by investigating the proposed concept of DIY teacher professional development.
This study employs a bricolage methodology involving pragmatic decision making to select any method or tool at the disposal of the researcher. The theoretical perspective, used as a lens for analysis, was influenced by critical pedagogists. Data collection was via a Delphi study (administered via electronic means) in which the initial round utilised a qualitative open-ended questionnaire, analysed thematically to produce statements. The second round involved a quantitative questionnaire to establish expert consensus on these statements. Data were analysed through descriptive statistics; alongside this a personal reflexive journal was compiled to track the researcher’s own developmental journey.
The consensus from the expert panellists was that teacher-initiated PD (the term preferred to DIY PD by participants) could be used as a separate classification of professional development. Key activities included: professional conversations and learning communities, which could expand to include networks. Key factors relating specifically to teachers included: relevancy to the participant; motivation, trust, agency and ownership, with collaboration as a facilitating factor. A further notable delivery factor included location of the PD delivery. Finally, given the complexity of this subject, the study also identifies emergent themes including: teacher identity, implicit learning, accountability and transparency, alternate discourse, and power, hierarchy and control.
The thesis makes a contribution to the education community on three levels. Methodologically it shows how a Delphi study may be used within the educational context, as currently this is an under-utilised approach within education. Secondly the study informs the wider education community, including: teachers, administrators, policy makers, and teacher educators, on what PD may involve and might develop over coming years. The final contribution is a critique of the way the author has developed professionally which will inform their ongoing professional, and personal, development as an educator and researcher."],"dc:identifier":["oai:discovery.dundee.ac.uk:studenttheses/9ed97739-52cf-40d1-ac61-40b79efbdec5","https://discovery.dundee.ac.uk/en/studentTheses/9ed97739-52cf-40d1-ac61-40b79efbdec5"],"dc:identifier.uri":["https://discovery.dundee.ac.uk/files/34462437/R_Holme_EdD_Thesis_2019.pdf"],"dc:language":["eng"],"dc:publisher.department":["Education"],"dc:publisher.institution":["University of Dundee"],"dc:relation.isreferencedby":["https://discovery.dundee.ac.uk/en/studentTheses/9ed97739-52cf-40d1-ac61-40b79efbdec5"],"dc:subject":["CPD","Professional development","Education","Teacher education","Professional learning","CLPL","Grassroots","DIY","Scottish Education","Bricolage","Delphi study"],"dc:title":["An investigation into teacher-initiated or DIY Professional Development: The push and pull of teacher Professional Development"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["Doctoral Thesis"],"dc:type.qualificationname":["Doctor of Education"]},"updated_at":"2026-07-24T02:08:46Z"}