Jason Arday (1985-2026) died at his home in Battersea on August 14, nine days after resigning from the University of Cambridge. He was 41. The Metropolitan Police treated the death as unexpected and not suspicious. His family said he had faced sustained abuse. Simon Baron-Cohen (b. 1958), who knew him at Cambridge, said he had watched Arday’s mental health deteriorate.
What survives him is a 401-page PhD thesis deposited in a university repository, a panel finding that examined that document and called what it found honest and reasonable error, and two universities that have questions to answer about their own conduct. The document can be read. The plagiarism finding can be tested.
I (meaning ChatGPT and Claude, with Claude getting the final word) have read both theses in full and run a passage-level comparison. The results are published as an appendix to this piece, with every matched passage located by page in both documents so that anyone can check it.
The thesis is called “An Exploration of Peer-Mentoring Among Student Teachers’ to Inform Reflective Practice Within the Context of Action Research.” The stray apostrophe is on the title page. It was submitted to Liverpool John Moores University in July 2015 and reports a year-long peer-mentoring intervention with four physical education trainee teachers, analyzed through interpretive phenomenological analysis. Paula Zwozdiak-Myers submitted a thesis to Brunel University in June 2009 called “An Analysis of the Concept Reflective Practice and an Investigation Into the Development of Student Teachers’ Reflective Practice Within the Context of Action Research.” The final eleven words of the two titles are the same eleven words.
If you take both documents, strip the reference lists and appendices, reduce the remaining text to sequences of words with punctuation and case removed, and record every string of ten consecutive words that appears in both. Merge adjacent hits into runs. That leaves 244 matched passages covering 3,971 words, or 3.04 percent of Arday’s 130,000-word body.
Arday-Zwozdiak-Myers-overlap-index.
Arday’s chapter two, a literature review of reflective practice, runs 12.12 percent verbatim against her. His chapter three, a literature review of mentoring in initial teacher education, runs 0.00 percent. Nineteen and a half thousand words, and not one matched string of ten. She has no chapter on mentoring.
The standard defense of overlap in a narrow field is that scholars writing on the same topic reach for the same phrases, that the discipline has house language, that a reviewer who counts ten-word coincidences will find them anywhere. If that were the explanation here, the two literature chapters would look alike. They are adjacent, written by the same man in the same months, drawing on the same field of educational research, at the same register. One is at twelve percent. The other is at zero.
Within chapter two the correspondence is sequential. Across 119 matched passages, the correlation between position in his text and position in hers is +0.87. Chapter one is +0.93. Chapter four is +0.99. Chapter five is +0.82. As he moves forward through his thesis he moves forward through hers in step.
Anticipating the obvious objection, I applied two controls. For each run I measured what fraction sits inside quotation marks in his text, which catches passages where both authors quote the same third party. Then I checked whether the same author-and-year citation appears within 170 characters of the run in both documents, which catches passages where both are paraphrasing a source they each credit. Sixty-nine runs and 1,351 words clear one of those bars. One hundred and seventy-five runs and 2,620 words clear neither. Two percent of the thesis, then, consists of her sentences presented as his with no quotation mark and no shared source. That is the number to argue about.
Three locations in his thesis do more damage than the rest, because a shared literature review admits an innocent reading and these do not.
The first is in section 4.6.3, Participant Recruitment and Selection, on his page 152. He describes holding discussions with two professional colleagues, and continues that the procedure was followed to derive insights from colleagues knowledgeable and experienced in the field and to ensure his own perspective was open to scrutiny and challenge and not merely imposed onto the student teachers and mentoring intervention. Her page 110 carries the same sentence, ending instead that her stance was not merely imposed onto the framework. She is describing how she built a conceptual model. He is describing how he recruited four human beings into a study. A literature review can be copied out of carelessness. A description of what you personally did cannot come from anywhere but you.
The second is on his page 264, inside the findings chapter, reporting what those four participants said. Her page 215 reads that student teachers believed pupil learning and development was attributable to their personal improvement in three main areas, and lists three. His reads five main areas, and lists the same three, in the same order, in the same words. He changed the numeral and left the enumeration alone. The sentence promises five and delivers three. The sentence immediately before it carries her categories of pupil progress or achievement, pupil behavior patterns and pupil affective states; his renders the third as pupil effective states.
Consider what has to be true for that sentence to exist. A finding about eighty student teachers and thirteen dissertation supervisors at Brunel has been carried across, applied to four physical education trainees in Liverpool, and adjusted at a single digit to fit the new study. The adjustment was not carried through to the list. There is no citation to have gotten wrong. It is a claim about what his own participants told him, in the words of a claim about what hers told her.
The third is his chapter seven, the conclusion, which is the second-densest chapter in the thesis at 5.83 percent. Passages 213 through 232 in the appendix walk through her conclusion in order. His section 7.4, Limitations of the Study, runs off her pages 268 and 269. His 7.10, Recommendations for Further Research, runs off her 270 and 271. His 7.13, Final Remarks, runs off her 272 through 274. The closing sentence of the catalogue, twenty-four words on providing student teachers an opportunity to engage in contextually focused research activity, is the closing move of both documents.
There is a further category of problem that has nothing to do with her.
At his page 60 he quotes McKernan (1996: 259-260) on critical theorists and grand theory. She quotes the same author at the same pages. In her version the theorists are obsessed with the use and development of grand theory. In his they are infatuated by its utilisation, and a parenthetical citation to Skinner 1990 has been inserted, which corresponds to nothing in his reference list. At his page 61 he quotes Zeichner and Liston (1987: 23) describing the liberated person. Her version ends with the person completely taking charge of his own life. His ends with the individual maintaining complete autonomy of their professional existence. Both are inside quotation marks. Both carry the page number.
Whatever the relationship to Zwozdiak-Myers, this is misquotation of Zeichner, Liston, McKernan and Elliott. A synonym pass has been run over text presented as the verbatim words of named scholars at named pages. My automated controls flagged both of these as shared quotations of a third party, which is the machine being fair and getting it backward. They are shared quotations in which the words attributed to the third party differ.
At his page 58, thirty-two words on Habermas are reproduced with a single substitution, generation for configuration. Two sentences later he cites Bernstein at 1976: 209, the same author at the same page she cites. Richard Bernstein (1932-2022) does not appear in his reference list at all. A page reference to a book you have not read arrives one way.
Arday cites Zwozdiak-Myers fourteen times in the body and lists both her thesis and her 2012 handbook in his references. Twice he misspells her name, which defeats a reader trying to follow the trail, though carelessness explains that. This is not concealment of a source. It is a failure to mark where his sentences stop and hers begin, sustained across seven chapters.
The empirical material appears to be his. Four participants under pseudonyms are quoted 57, 53, 37 and 39 times, and the transcripts carry hesitation, self-interruption and the texture of real speech. One teacher trainer makes a point about ad hoc mentor assignment by saying something like Jason you’re the mentor this week. Nobody manufactures that. I ran a duplicate-sentence pass across the whole body and found three repetitions in 146,000 words, which is low.
The prose is his too, and it argues against wholesale copying more than anything else. It contains a consistent grammar of error. Creditability for credibility. Inventions for interventions. Elude for allude. Fieman-Nemsar for Feiman-Nemser. A possessive apostrophe on student teachers in nearly every position that does not call for one, including the title. At one point, the post-modernised vehicular of teaching. His fourth participant appears as Becks eighteen times, Beckz seventeen times and Rebecca four times. That is a man writing badly.
And the reuse is localized. Her exposition of Dewey, her exposition of Schön, her King and Kitchener material, her Baxter Magolda table: none of it appears in his language. He extends LaBoskey to three categories where she uses two. Two percent of his thesis is her uncredited prose. Ninety-eight percent is not.
Liverpool John Moores investigated after Jack Grove of Times Higher Education submitted what he has described as a 63-page report on the Zwozdiak-Myers overlap, part of 97 pages of evidence sent to both LJMU and Cambridge. Dave Harris, emeritus professor at Plymouth Marjon, had raised concerns with both institutions in 2023. The panel called the problems honest and reasonable error and said the doctorate stands. Arday cited that finding as vindication until his death, and his defenders cite it still.
Honest and reasonable error is a serviceable description of a citation placed at the end of a paragraph rather than a sentence, or a quotation mark dropped in a late draft. It does not describe a quotation whose interior words have been changed while its page reference is retained. It does not describe a methodology section that narrates another researcher’s procedure. It does not describe a findings sentence that says five and lists three.
So the question for Liverpool John Moores: Did the panel examine pages 152, 264, 343 and 353 of the thesis it awarded, against pages 110, 215, 269 and 274 of the thesis it was given? If it did, it should explain how it reached its conclusion. If it did not, it should say which passages it examined and why the ones that carry the weight were not among them. The university has said it will not review its own role. That position becomes harder to hold the more precisely the passages are identified, which is why I have published the locations.
There is a second question. Arday said publicly that he had a single formal supervision meeting, with most guidance delivered by text and phone. If that is accurate, a doctoral student was left alone with a source thesis on his own topic for three years. Nobody who read chapters four, five and seven with attention could have failed to notice that the voice changes. The panel’s own language, error rather than misconduct, is an implicit finding about supervision, and the institution has not followed its own reasoning to the place it leads.
The third question is Cambridge’s. When the allegations reached the university in June 2023, the head of policy, governance and integrity replied that the work predated Arday’s appointment and fell outside the university’s remit. The head of the Faculty of Education replied that Arday had spoken movingly about racism and health difficulties and that he had her full support. Cambridge appointed him on the strength of that work. An institution that hires on a body of scholarship has an interest in whether the scholarship is sound, and the position that pre-appointment work is somebody else’s problem is not one Cambridge would take about a candidate it wished to be rid of.
Two journals have already issued corrections to Arday papers, and both notices treated what they found as missing references. Social Sciences added citations to a single prior study across the abstract, introduction, methods, four subsections of the results, the discussion and the conclusions of a 2018 paper, and then recorded that the scientific conclusions were unaffected. A correction spanning every section of a paper is a description of the paper.
The passages are located. Anyone can check them.
The full catalogue of 244 matched passages, with page locations in both theses, chapter and section assignments, and control flags for shared quotation and shared citation, is published here:
Text overlap between Jason Arday (2015) and Paula Zwozdiak-Myers (2009): full passage catalogue
Compiled August 23, 2026. 244 matched passages, located in both documents, with chapter, section and control flags. Both theses are openly deposited: Arday at Liverpool John Moores (researchonline.ljmu.ac.uk), Zwozdiak-Myers at Brunel (bura.brunel.ac.uk, handle 2438/4316).
Method
Text was extracted from both PDFs with pdftotext. Reference lists and appendices were excluded from both, leaving 130,476 words of Arday body text and 103,671 of Zwozdiak-Myers. Both streams were lowercased, stripped of punctuation, hyphens and possessive markers, and reduced to word sequences. Every sequence of ten consecutive words appearing in both documents was recorded. Adjacent hits were merged into runs. A run of ten words is the reporting floor; the mean run here is 16 words and the longest is 76.
Page numbers are the printed page numbers in each thesis, not PDF sheet numbers. In Arday the two coincide. In Zwozdiak-Myers the front matter is numbered in roman. Where a Zwozdiak-Myers page is given in roman, the match falls in her contents or her list of tables, which means the matching text is a heading or a table caption rather than body prose.
Two controls are applied to each run. The first is the proportion of the run that sits inside quotation marks in Arday’s text, which identifies passages where both authors quote the same third party. The second is whether the same author-and-year citation appears within 170 characters of the run in both documents, which identifies passages where both authors are paraphrasing a source they each cite. A run is marked as controlled if it is at least 60 percent inside quotation marks in Arday or shares a citation with Zwozdiak-Myers at that point. 69 runs totalling 1,351 words are controlled. 175 runs totalling 2,620 words are not.
Line breaks and page-break artifacts have been removed from the quoted spans. Where a page number fell inside a run it has been deleted. Ellipses are the authors’ own except where noted.
Distribution
Front matter runs 2,678 words and contains 2 matched passages totalling 29 words, 1.08 percent of the chapter. After controls, 2 passages and 29 words remain, 1.08 percent.
Ch1 Background and Introduction runs 6,227 words and contains 18 matched passages totalling 243 words, 3.90 percent of the chapter. After controls, 16 passages and 222 words remain, 3.57 percent.
Ch2 Review of Literature on Reflective Practice in Education runs 16,848 words and contains 119 matched passages totalling 2042 words, 12.12 percent of the chapter. After controls, 67 passages and 936 words remain, 5.56 percent.
Ch3 Review of Literature on Mentoring in Education runs 19,524 words and contains 0 matched passages totalling 0 words, 0.00 percent of the chapter. After controls, 0 passages and 0 words remain, 0.00 percent.
Ch4 Methodology for Research Study runs 23,864 words and contains 11 matched passages totalling 201 words, 0.84 percent of the chapter. After controls, 9 passages and 155 words remain, 0.65 percent.
Ch5 Research findings runs 35,081 words and contains 31 matched passages totalling 434 words, 1.24 percent of the chapter. After controls, 27 passages and 374 words remain, 1.07 percent.
Ch6 Discussion runs 16,508 words and contains 31 matched passages totalling 454 words, 2.75 percent of the chapter. After controls, 26 passages and 379 words remain, 2.30 percent.
Ch7 Conclusions and Recommendations runs 9,746 words and contains 32 matched passages totalling 568 words, 5.83 percent of the chapter. After controls, 28 passages and 525 words remain, 5.39 percent.
Chapter 3, on mentoring in initial teacher education, contains no matched passage of ten words or longer. Zwozdiak-Myers has no chapter on mentoring. This is the control for the whole exercise: if the chapter 2 figure reflected shared disciplinary phrasing rather than transcription, the two literature chapters would look alike. They do not.
Passages of particular note
Entry 147 sits in Arday’s section 4.6.3, Participant recruitment and selection, and describes his own research procedure in Zwozdiak-Myers’s words describing hers. Her sentence ends by saying her stance was not merely imposed onto the framework. His ends by saying it was not merely imposed onto the student teachers and mentoring intervention. She is describing how she built a conceptual framework. He is describing how he recruited people.
Entries 172 and 173 sit in his findings chapter at page 264, reporting what his four participants said. Her sentence at page 215 reports that student teachers believed pupil learning and development was attributable to their personal improvement in three main areas, and lists three. His says five main areas and lists the same three, in the same order, in the same words. The adjacent sentence carries her three categories of pupil progress, pupil behaviour patterns and pupil affective states; his renders the third as pupil effective states.
Entry 151 is the opening of his findings chapter. The chapter title, the section number, the section title and the first six words of the first sentence are identical to hers.
Entries 218 and 221 sit in section 7.4, Limitations of the study, and run off her pages 268 and 269 in sequence. Entries 213 to 232 walk through her conclusion chapter in order: his 7.4 against her 268 to 269, his 7.10 Recommendations for further research against her 270 to 271, his 7.13 Final Remarks against her 272 to 274.
Entries 60 and 66 are both marked as controlled, because in each case the matching words fall inside quotation marks in Arday and both authors cite the same source. They deserve separate attention for the opposite reason. At entry 60 her quotation from McKernan (1996: 259-260) has critical theorists obsessed with the use and development of grand theory; his has them infatuated by its utilisation, with a parenthetical citation to Skinner 1990 that corresponds to nothing in his reference list. At entry 66 her quotation from Zeichner and Liston (1987: 23) ends with the person taking charge of his own life; his ends with the individual maintaining complete autonomy of their professional existence. The controls flag these as shared quotations of a third party. They are shared quotations in which the words attributed to the third party differ.
Entry 46 reproduces her sentence on Habermas for thirty-two words, changing generation to configuration. Two sentences later both texts cite Bernstein at 1976: 209. Bernstein does not appear in Arday’s reference list.
Chapter 2 shows sequential correspondence. Across the 119 matched passages in that chapter, the correlation between position in Arday and position in Zwozdiak-Myers is +0.87. Chapter 1 is +0.93, chapter 4 is +0.99 and chapter 5 is +0.82. As he advances through his text he advances through hers.
The catalogue
Entries run in Arday’s reading order.
Front matter
[1] Arday p. 3 · Zwozdiak-Myers p. iii · 17 words
Arday: Reflective practice underpins the development of forms of knowledge that serve particular interests……57 2.7 Reflective practice as an
Zwozdiak-Myers: Reflective practice underpins the development of forms of knowledge that serve particular interests………..32 2.6 Reflective practice as an
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[2] Arday p. 11 · Zwozdiak-Myers p. viii · 12 words
Arday: Table 4.1: Key characteristics and assumptions underpinning positivist and interpretive approaches to research
Zwozdiak-Myers: Table 4.1: Key characteristics and assumptions underpinning positivist and interpretive approaches to research
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
Ch1 Background and Introduction
[3] Arday p. 17 · Zwozdiak-Myers p. 1 · 16 words · 1.1 Introduction
Arday: been adopted in designing a particular model of initial teacher education, for the purpose of developing
Zwozdiak-Myers: been adopted in designing a particular model of initial teacher education for the purpose of developing
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[4] Arday p. 17 · Zwozdiak-Myers p. 1 · 22 words · 1.1 Introduction
Arday: Student teachers are unique individuals and differ in their personal biographies and prior experiences, disposition to enquiry, cognitive and perceptive abilities, communication,
Zwozdiak-Myers: Student teachers are unique individuals and differ in their personal biographies and prior experiences, disposition to enquiry, cognitive and perceptive abilities, communication
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[5] Arday p. 18 · Zwozdiak-Myers p. 1 · 17 words · 1.1 Introduction
Arday: teaching is a highly complex activity and the dynamics operating in any given classroom environment will be
Zwozdiak-Myers: Teaching is a highly complex activity and the dynamics operating in any given classroom environment will be
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[6] Arday p. 20 · Zwozdiak-Myers p. 2 · 12 words · 1.1 Introduction
Arday: demanding tasks, which might be approached in a number of different ways.
Zwozdiak-Myers: demanding tasks, which might be approached in a number of different ways.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[7] Arday p. 20 · Zwozdiak-Myers p. 2 · 10 words · 1.1 Introduction
Arday: in the basic knowledge and skills of teaching; Loughran (1996) argues
Zwozdiak-Myers: in the basic knowledge and skills of teaching, Loughran (1996: 3) argues
Control: shared citation: Loughran 1996.
[8] Arday p. 20 · Zwozdiak-Myers p. 2 · 11 words · 1.1 Introduction
Arday: understanding of the relationship between teaching and learning may influence practice.
Zwozdiak-Myers: understanding of the relationship between teaching and learning may influence practice,
Control: shared citation: Loughran 1996.
[9] Arday p. 20 · Zwozdiak-Myers p. 2 · 10 words · 1.1 Introduction
Arday: as it positions the direct, concrete experience of professional practice
Zwozdiak-Myers: as it positions the direct, concrete experience of professional practice
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[10] Arday p. 20 · Zwozdiak-Myers p. 2 · 11 words · 1.1 Introduction
Arday: skills and areas of knowledge required for successful teaching, but rather
Zwozdiak-Myers: skills and areas of knowledge required for successful teaching, but rather
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[11] Arday p. 21 · Zwozdiak-Myers p. 2 · 10 words · 1.1 Introduction
Arday: to investigate and improve the effectiveness of their own teaching
Zwozdiak-Myers: to investigate and improve the effectiveness of their own teaching.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[12] Arday p. 21 · Zwozdiak-Myers p. 6 · 12 words · 1.2 Purpose of the thesis
Arday: standards serve to identify the knowledge, skills and understanding student teachers must
Zwozdiak-Myers: Standards serve to identify the knowledge, skills and understanding student teachers must
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[13] Arday p. 22 · Zwozdiak-Myers p. 6 · 12 words · 1.2 Purpose of the thesis
Arday: how this research experience might influence the development of student teachers’ reflective
Zwozdiak-Myers: How this research experience might influence the development of student teachers‟ reflective
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[14] Arday p. 28 · Zwozdiak-Myers p. 7 · 12 words · 1.6 Structure of the thesis
Arday: guided the direction and purpose of this study. Chapter 2: Review of Literature
Zwozdiak-Myers: guided the direction and purpose of this study. Chapter 2: Review of Literature
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[15] Arday p. 28 · Zwozdiak-Myers p. 7 · 10 words
Arday: This chapter identifies key characteristics attributed to reflective practice by
Zwozdiak-Myers: This chapter identifies key characteristics attributed to reflective practice by
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[16] Arday p. 28 · Zwozdiak-Myers p. 7 · 19 words
Arday: scholars, teacher educators, and researchers in the field of teacher education by examining the concept as: a discourse, involving
Zwozdiak-Myers: scholars, teacher educators and researchers in the field of teacher education by examining the concept as: a discourse, involving
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[17] Arday p. 28 · Zwozdiak-Myers p. 7 · 12 words
Arday: of thinking, distinguishable from routine practice and underpinned by the development of
Zwozdiak-Myers: of thinking, distinguishable from routine practice and underpinned by the development of
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[18] Arday p. 29 · Zwozdiak-Myers p. 7 · 26 words
Arday: the direction of this research study. This is followed by an exploration of how reflective practice has been developed and researched within initial teacher education programmes
Zwozdiak-Myers: the direction of this research study. This is followed by an exploration of how reflective practice has been developed and researched within initial teacher education programmes,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[19] Arday p. 29 · Zwozdiak-Myers p. 8 · 11 words
Arday: Chapter 4: Research methodology and design of this study This chapter details
Zwozdiak-Myers: Chapter 4: Research methodology and design of this study This chapter details
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[20] Arday p. 30 · Zwozdiak-Myers p. 8 · 10 words
Arday: Evidence gathered to inform the research questions is presented within
Zwozdiak-Myers: Evidence gathered to inform the research questions is presented within
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
Ch2 Review of Literature on Reflective Practice in Education
[21] Arday p. 35 · Zwozdiak-Myers p. 9 · 17 words · 2.2 Defining Reflective Practice
Arday: Reflective practice can be described as phenomenological, in that a given phenomenon is studied through direct experience,
Zwozdiak-Myers: Reflective practice can be described as phenomenological, in that a given phenomenon is studied through direct experience,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[22] Arday p. 36 · Zwozdiak-Myers p. 9 · 28 words · 2.2 Defining Reflective Practice
Arday: the reflective practitioner (Schon, 1983, 1987), teacher as researcher (Hopkins, 2002; McKernan, 1996; Ruddock and Hopkins, 1985; Stenhouse, 1975) and reflective teaching (Calderhead, 1989; Cruickshank, 1987; Dewey, 1910, 1933; Grimmett et al., 1990; Smith, 1980; Van Manen, 1977; Zeichner and Liston,
Zwozdiak-Myers: the reflective practitioner (Schon, 1983, 1987), teacher as researcher (Hopkins, 2002; McKernan, 1996; Ruddock and Hopkins, 1985; Stenhouse, 1975) and reflective teaching (Calderhead, 1989; Cruickshank, 1987; Dewey, 1910, 1933; Grimmett et al, 1990; Smith, 1980; van Manen, 1977; Zeichner and Liston,
Control: shared citation: Dewey 1910, Schon 1983, Stenhouse 1975.
[23] Arday p. 36 · Zwozdiak-Myers p. 9 · 13 words · 2.2 Defining Reflective Practice
Arday: about the benefits of reflective practice in the professional development of student teachers
Zwozdiak-Myers: about the benefits of reflective practice in the professional development of student teachers
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[24] Arday p. 36 · Zwozdiak-Myers p. 9 · 20 words · 2.2 Defining Reflective Practice
Arday: However, an exploration of conceptual and theoretical underpinnings of these terms reveals a number of variations (Calderhead, 1989; Furlong and Maynard,
Zwozdiak-Myers: However, an exploration of conceptual and theoretical underpinnings of these terms reveals a number of variations (Calderhead, 1989; Furlong and Maynard,
Control: shared citation: Furlong 1995.
[25] Arday p. 40 · Zwozdiak-Myers p. 16 · 12 words · 2.2 Defining Reflective Practice
Arday: what the student teacher claims to know. For some student teachers this
Zwozdiak-Myers: what the student teacher claims to know. For some student teachers this
Control: shared citation: Korthagen 2005.
[26] Arday p. 42 · Zwozdiak-Myers p. 18 · 23 words · 2.2 Defining Reflective Practice
Arday: active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the
Zwozdiak-Myers: active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the
Control: 100 percent inside quotation marks in Arday; shared citation: Dewey 1933.
[27] Arday p. 42 · Zwozdiak-Myers p. 34-35 · 12 words · 2.2 Defining Reflective Practice
Arday: the concept of critical reflection implies the acceptance of a particular ‘ideology’.
Zwozdiak-Myers: the concept of critical reflection implies the acceptance of a particular ideology,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[28] Arday p. 46 · Zwozdiak-Myers p. 17-18 · 38 words · 2.2 Defining Reflective Practice
Arday: When reflective practice is characterised as a discourse, it becomes evident through the way student teachers use language and frame questions about aspects of their teaching and experience that different kinds of reflection on practice can be identified
Zwozdiak-Myers: When reflective practice is characterised as a discourse, it becomes evident through the way student teachers use language and frame questions about aspects of their teaching and experience, that different kinds of reflection on practice can be identified.
Control: shared citation: Ghaye 1998.
[29] Arday p. 46 · Zwozdiak-Myers p. 18 · 64 words · 2.2 Defining Reflective Practice
Arday: The typology devised by Ghaye and Ghaye (1998: 34) recognises useful qualitative distinctions, which can be drawn between reflective conversations: Descriptive reflection on practice – is personal and retrospective; Perceptive reflection on practice – links teaching to feelings; Receptive reflection on practice – relates personal views to others’ views; Interactive reflection on practice – links learning with future action; Critical reflection on practice – places individual teaching within a broader ‘system’.
Zwozdiak-Myers: The typology devised by Ghaye and Ghaye (1998: 34) recognises useful qualitative distinctions, which can be drawn between reflective conversations: Descriptive reflection on practice – is personal and retrospective Perceptive reflection on practice – links teaching to feelings Receptive reflection on practice – relates personal views to others‟ views Interactive reflection on practice – links learning with future action Critical reflection on practice – places individual teaching within a broader “system
Control: shared citation: Ghaye 1998.
[30] Arday p. 47 · Zwozdiak-Myers p. 18 · 24 words · 2.2 Defining Reflective Practice
Arday: highlighting qualitative distinctions in student teachers’ reflective practice have shown critical reflective conversations are far less frequent than descriptive reflective conversations, as their principle
Zwozdiak-Myers: highlighting qualitative distinctions in student teachers‟ reflective practice have shown critical reflective conversations are far less frequent than descriptive reflective conversations, as their principle
Control: shared citation: Tsangaridou 2005.
[31] Arday p. 47 · Zwozdiak-Myers p. 18 · 18 words · 2.2 Defining Reflective Practice
Arday: on the development of subject matter knowledge and pedagogical content knowledge (Hatton and Smith, 1995; Macdonald and Brooker, 1999; Tsangaridou,
Zwozdiak-Myers: on the development of subject matter knowledge and pedagogical content knowledge (Hatton and Smith, 1995; Macdonald and Brooker, 1999; Tsangaridou,
Control: shared citation: Tsangaridou 2005.
[32] Arday p. 47 · Zwozdiak-Myers p. 18 · 10 words · 2.2 Defining Reflective Practice
Arday: within the wider professional landscape of ideological and political contexts.
Zwozdiak-Myers: within the wider professional landscape of ideological and political contexts.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[33] Arday p. 49 · Zwozdiak-Myers p. 89 · 13 words · 2.2.1 Types of Reflection
Arday: practice and outwardly at the social conditions in which these practices are situated
Zwozdiak-Myers: practice and outwardly at the social conditions in which these practices are situated,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[34] Arday p. 53 · Zwozdiak-Myers p. 29 · 33 words · 2.3 Thinking and reflective experience
Arday: conceptualisation of reflective action and its subsequent interpretation within initial teacher education concerns whether reflection is limited to thought processes about action, or is more inextricably bound within an action (Noffke and Brennan,
Zwozdiak-Myers: conceptualisation of reflective action and its subsequent interpretation within initial teacher education concerns whether reflection is limited to thought processes about action, or is more inextricably bound within an action (Noffke and Brennan,
Control: shared citation: Grant 1984.
[35] Arday p. 53 · Zwozdiak-Myers p. 30 · 16 words · 2.3 Thinking and reflective experience
Arday: the student teachers’ featured in this study, as they engage in the reflective processes inherent within
Zwozdiak-Myers: the student teachers featured in this study as they engage in the reflective processes inherent within
Control: shared citation: Gore 1995, Manen 1977.
[36] Arday p. 53 · Zwozdiak-Myers p. 30 · 18 words · 2.3 Thinking and reflective experience
Arday: as; planning, adapting materials, developing courses, arranging subject matter content, teaching and evaluating’ can be described as technical,
Zwozdiak-Myers: as “planning, adapting materials, developing courses, arranging subject matter content, teaching and evaluating‟ can be described as technical
Control: shared citation: Manen 1977.
[37] Arday p. 53 · Zwozdiak-Myers p. 30 · 10 words · 2.3 Thinking and reflective experience
Arday: level of technical reflection is characterised by the application of
Zwozdiak-Myers: level of technical reflection is characterised by the application of
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[38] Arday p. 53 · Zwozdiak-Myers p. 30 · 10 words · 2.3 Thinking and reflective experience
Arday: is to resolve concerns about aspects of their own practice,
Zwozdiak-Myers: is to resolve concerns about aspects of their own practice
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[39] Arday p. 53 · Zwozdiak-Myers p. 30 · 29 words · 2.3 Thinking and reflective experience
Arday: interpretation of technical reflection and the first level of reflective teaching identified by Grimmett et al., (1990), which applies research findings to practice and essentially represents thoughtfulness about action. Van
Zwozdiak-Myers: interpretation of technical reflection and the first level of reflective teaching identified by Grimmett et al. (1990), which applies research findings to practice and “essentially represents thoughtfulness about action‟. Van
Control: shared citation: Grimmett 1990, Tinning 1995.
[40] Arday p. 53 · Zwozdiak-Myers p. 30 · 23 words · 2.3 Thinking and reflective experience
Arday: level of practical reflection is characterised by the process of analysing and clarifying assumptions, experiences, goals, meanings and perceptions which underpin practical actions
Zwozdiak-Myers: level of practical reflection is characterised by the process of analysing and clarifying assumptions, experiences, goals, meanings and perceptions which underpin practical actions.
Control: shared citation: Grimmett 1990.
[41] Arday p. 57 · Zwozdiak-Myers p. iii · 15 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: Reflective practice underpins the development of forms of knowledge that serve particular interests Reflective practice
Zwozdiak-Myers: Reflective practice underpins the development of forms of knowledge that serve particular interests………..32 2.6 Reflective practice
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[42] Arday p. 57 · Zwozdiak-Myers p. 32 · 17 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: ways to challenge all pupils within a mixed ability setting, might experiment with a range of approaches,
Zwozdiak-Myers: ways to challenge all pupils within a mixed ability setting might experiment with a range of approaches
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[43] Arday p. 58 · Zwozdiak-Myers p. 33 · 11 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: Interests within the social sciences and humanities, the historic hermeneutic disciplines,
Zwozdiak-Myers: Interests within the social sciences and humanities – the historic hermeneutic disciplines
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[44] Arday p. 58 · Zwozdiak-Myers p. 33 · 10 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: through the interpretation and integration of ideas in order to
Zwozdiak-Myers: through the interpretation and integration of ideas in order to
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[45] Arday p. 58 · Zwozdiak-Myers p. 33 · 13 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: Moon (1999: 14) argues that the acquisition of knowledge which accommodates emancipatory interests aim to
Zwozdiak-Myers: Moon (1999: 14) argues that the acquisition of knowledge which accommodates emancipatory interests aim to
Control: shared citation: Moon 1999.
[46] Arday p. 58 · Zwozdiak-Myers p. 33 · 32 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: Habermas’ model suggests reflective practice is hierarchical, that knowledge must initially be developed by instrumental or interpretive means before a critical overview of that knowledge or processes that have led to its
Zwozdiak-Myers: Habermas‟ model suggests reflective practice is hierarchical, that knowledge must initially be developed by instrumental or interpretive means before a critical overview of that knowledge or processes that have led to its
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[47] Arday p. 58 · Zwozdiak-Myers p. 33 · 21 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: he considers methods of empirical and analytical enquiry associated with scientific explanation to provide an inadequate base for the social sciences.
Zwozdiak-Myers: He considers methods of empirical and analytical enquiry associated with scientific explanation to provide an inadequate base for the social sciences
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[48] Arday p. 58 · Zwozdiak-Myers p. 33 · 16 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: Although the fundamental mode of enquiry for the social sciences is interpretation, Habermas suggests this process,
Zwozdiak-Myers: Although the fundamental mode of enquiry for the social sciences is interpretation, Habermas suggests this process,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[49] Arday p. 58 · Zwozdiak-Myers p. 33 · 15 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: from the process of critique and evaluation: specifically, the generation of questioning and understanding to
Zwozdiak-Myers: from the process of critique and evaluation: specifically, the generation of questioning and understanding to
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[50] Arday p. 58 · Zwozdiak-Myers p. 33 · 12 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: justifying social and political action on the part of the enlightened’ (Elliott,
Zwozdiak-Myers: justifying social and political action on the part of the enlightened‟ (Elliott,
Control: 89 percent inside quotation marks in Arday; shared citation: Bernstein 1976, Elliott 2005.
[51] Arday p. 59 · Zwozdiak-Myers p. 33 · 15 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: to develop a philosophical anthropology that ‘singles out the distinctive characteristics of human social life’.
Zwozdiak-Myers: to develop a philosophical anthropology “that singles out the distinctive characteristics of human social life
Control: 59 percent inside quotation marks in Arday.
[52] Arday p. 59 · Zwozdiak-Myers p. 33 · 11 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: what makes human social life distinctive. As such, they determine what
Zwozdiak-Myers: what makes human social life distinctive. As such, they determine what
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[53] Arday p. 59 · Zwozdiak-Myers p. 34 · 14 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: specific outcomes. Themes common to Dewey and Habermas’ conceptualisation of reflective practice are their
Zwozdiak-Myers: specific outcomes. Themes common to Dewey and Habermas‟ conceptualisation of reflective practice are their
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[54] Arday p. 59 · Zwozdiak-Myers p. 34 · 15 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: and Habermas… the place of the process in the acquisition, development and consideration of knowledge
Zwozdiak-Myers: and Habermas…the place of the process in the acquisition, development and consideration of knowledge
Control: 100 percent inside quotation marks in Arday; shared citation: Moon 1999.
[55] Arday p. 59 · Zwozdiak-Myers p. 34 · 14 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: which guides reflective practice is considered however, a distinction between their approaches becomes evident
Zwozdiak-Myers: which guides reflective practice is considered however, a distinction between their approaches becomes evident.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[56] Arday p. 59 · Zwozdiak-Myers p. 34 · 11 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: of empowerment and political emancipation (Morrison, 1995) towards freedom, justice and the
Zwozdiak-Myers: of empowerment and political emancipation (Morrison, 1995) towards freedom, justice and the
Control: shared citation: Barnett 1997, Morrison 1995.
[57] Arday p. 60 · Zwozdiak-Myers p. 34 · 23 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: practice. However, Macdonald and Tinning (2003) suggest this proposition represents a claim for what Carr and Kemmis (1986) believe critical reflection should be rather than
Zwozdiak-Myers: practice. However, Macdonald and Tinning (2003) suggest this proposition represents a claim for what Carr and Kemmis (1986) believe critical reflection should be rather than
Control: shared citation: Carr 1986, Macdonald 2003.
[58] Arday p. 60 · Zwozdiak-Myers p. 34 · 14 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: the critical reflection community about what reflection has become within contemporary educational discourse. The
Zwozdiak-Myers: the critical reflection community about what reflection has become within contemporary educational discourse. The
Control: shared citation: Calderhead 1989.
[59] Arday p. 60 · Zwozdiak-Myers p. 34 · 11 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: Wildman and Niles, 1987; Zeichner and Liston, 1996) the concept of critical reflection
Zwozdiak-Myers: Wildman and Niles, 1987; Zeichner and Liston, 1996) the concept of critical reflection
Control: shared citation: Zeichner 1996.
[60] Arday p. 60 · Zwozdiak-Myers p. 35 · 16 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: to distinguish critical reflection from other forms of reflection imposes a form of ‘academic imperialism’ which
Zwozdiak-Myers: to distinguish critical reflection from other forms of reflection imposes a form of “academic imperialism‟ which
Control: 20 percent inside quotation marks in Arday; shared citation: Barnett 1997.
[61] Arday p. 60 · Zwozdiak-Myers p. 35 · 26 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: concept of critical thinking, which has been a strong feature in past decades of Western universities, will not support the climate and trends within higher education
Zwozdiak-Myers: concept of critical thinking, which has been a strong feature in past decades of Western universities, will not support the climate and trends within higher education.
Control: shared citation: Barnett 1997.
[62] Arday p. 60 · Zwozdiak-Myers p. 35 · 10 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: Barnett applies, interprets and further develops ideas proposed by Habermas
Zwozdiak-Myers: Barnett applies, interprets and further develops ideas proposed by Habermas
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[63] Arday p. 60-61 · Zwozdiak-Myers p. 35 · 14 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: capable of both critical self-reflection and critical action. He aligns this disposition with the
Zwozdiak-Myers: capable of both critical self-reflection and critical action. He aligns this disposition with the
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[64] Arday p. 61 · Zwozdiak-Myers p. 35 · 11 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: to improve the quality of pupils’ educational experiences, as opposed to
Zwozdiak-Myers: to improve the quality of pupils‟ educational experiences as opposed to
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[65] Arday p. 61 · Zwozdiak-Myers p. 35 · 11 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: Underpinning the goal toward becoming a critically reflective practitioner is the
Zwozdiak-Myers: Underpinning the goal toward becoming a critically reflective practitioner is the
Control: shared citation: Clandinin 1995, Zeichner 1987.
[66] Arday p. 61 · Zwozdiak-Myers p. 35 · 21 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: as ‘one free from the unwarranted control of unjustified beliefs, unsupportable attitudes and the paucity of abilities which can prevent that
Zwozdiak-Myers: as one “free from the unwarranted control of unjustified beliefs, unsupportable attitudes and the paucity of abilities which can prevent that
Control: 98 percent inside quotation marks in Arday; shared citation: Zeichner 1987.
[67] Arday p. 61 · Zwozdiak-Myers p. 35-36 · 28 words · 2.6 Reflective practice underpins the development of forms of knowledge that serve
Arday: From this premise, it could be argued that reflective conversations, which value student teachers’ lived experiences, authentic concerns, beliefs and practical theories have potential to empower and enlighten
Zwozdiak-Myers: From this premise, it could be argued that reflective conversations, which value student teachers‟ lived experiences, authentic concerns, beliefs and practical theories have potential to empower and enlighten
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[68] Arday p. 61 · Zwozdiak-Myers p. iii · 11 words · 2.7 Reflective practice as an integral part of action research
Arday: Reflective practice as an integral part of action research Reflective practice
Zwozdiak-Myers: Reflective practice as an integral part of action research………44 2.9 Reflective practice
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[69] Arday p. 61 · Zwozdiak-Myers p. 44 · 13 words · 2.7 Reflective practice as an integral part of action research
Arday: research paradigms, particularly those situated in the hermeneutics, which focus on practitioners learning
Zwozdiak-Myers: research paradigms, particularly those situated in the hermeneutics, which focus on practitioners learning
Control: shared citation: Whitehead 1993.
[70] Arday p. 61 · Zwozdiak-Myers p. 44 · 12 words · 2.7 Reflective practice as an integral part of action research
Arday: the use of contextually relevant procedures formulated by inquiring and resourceful practitioners
Zwozdiak-Myers: the use of contextually relevant procedures formulated by inquiring and resourceful practitioners
Control: shared citation: Stringer 1996.
[71] Arday p. 61 · Zwozdiak-Myers p. 44 · 11 words · 2.7 Reflective practice as an integral part of action research
Arday: Professional knowledge and judgement can be developed through reflection and further
Zwozdiak-Myers: Professional knowledge and judgement can be developed through reflection and further
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[72] Arday p. 62 · Zwozdiak-Myers p. 44 · 30 words · 2.7 Reflective practice as an integral part of action research
Arday: Bartlett and Leask, 2005: 298). McKernan (1996: 29) refers to action research as grounded curriculum theory in that theories are not validated independently of practice and then applied to curriculum, they are validated ‘through
Zwozdiak-Myers: Bartlett and Leask, 2005: 298). McKernan (1996: 29) refers to action research as grounded curriculum theory in that “theories are not validated independently of practice and then applied to curriculum…they are validated through
Control: shared citation: Bartlett 2005, Elliott 2005, Mckernan 1996.
[73] Arday p. 62 · Zwozdiak-Myers p. 44 · 10 words · 2.7 Reflective practice as an integral part of action research
Arday: student teachers come to develop their personal epistemology of practice,
Zwozdiak-Myers: student teachers come to develop their personal epistemology of practice
Control: shared citation: Boud 1990, Schon 1983.
[74] Arday p. 62 · Zwozdiak-Myers p. 44 · 10 words · 2.7 Reflective practice as an integral part of action research
Arday: engage in reflective practice, the knowledge gained and theories constructed
Zwozdiak-Myers: engage in reflective practice, the knowledge gained and theories constructed
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[75] Arday p. 62 · Zwozdiak-Myers p. 44 · 29 words · 2.7 Reflective practice as an integral part of action research
Arday: by personal experiences within the context of a specific teaching situation. While advocating action research as a vehicle to validate teachers’ personal, professional and political knowledge, Gore and Zeichner
Zwozdiak-Myers: by personal experiences within the context of a specific teaching situation. While advocating action research as a vehicle to validate “teachers‟ personal, professional and political knowledge‟ Gore and Zeichner
Control: shared citation: Gore 1995.
[76] Arday p. 62 · Zwozdiak-Myers p. 44 · 24 words · 2.7 Reflective practice as an integral part of action research
Arday: For example, Cochran-Smith and Lytle (1993: 304) identify a number of obstacles which need to be addressed before teachers can be expected to engage in research.
Zwozdiak-Myers: For example, Cochran-Smith and Lytle (1993: 304) identify a number of obstacles which need to be addressed before teachers can be expected to engage in research:
Control: shared citation: Cochran-Smith 1993.
[77] Arday p. 62 · Zwozdiak-Myers p. 44-45 · 19 words · 2.7 Reflective practice as an integral part of action research
Arday: a difficult process for teachers to learn and sustain due to its complexity and lack of congruence with the
Zwozdiak-Myers: a difficult process for teachers to learn and sustain due to its complexity and lack of congruence with the
Control: shared citation: Mctaggert 1997.
[78] Arday p. 62 · Zwozdiak-Myers p. 45 · 10 words · 2.7 Reflective practice as an integral part of action research
Arday: influence the research experiences of some student teachers featured in
Zwozdiak-Myers: influence the research experiences of some student teachers featured in
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[79] Arday p. 62 · Zwozdiak-Myers p. 45 · 23 words · 2.7 Reflective practice as an integral part of action research
Arday: Within educational discourse, action research has become a recurrent theme, as has the concern to improve and develop professional practice from within the
Zwozdiak-Myers: Within educational discourse, action research has become a recurrent theme, as has the concern to improve and develop professional practice from within the
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[80] Arday p. 62 · Zwozdiak-Myers p. 45 · 11 words · 2.7 Reflective practice as an integral part of action research
Arday: to generate new insights into teaching and learning to improve practice
Zwozdiak-Myers: to generate new insights into teaching and learning to improve practice
Control: shared citation: Price 2001.
[81] Arday p. 62 · Zwozdiak-Myers p. 45 · 17 words · 2.7 Reflective practice as an integral part of action research
Arday: Price (2001: 44) suggests action research is simultaneously an individual and collaborative project and Kemmis and McTaggart (1982) argue that
Zwozdiak-Myers: Price (2001: 44) suggests action research is simultaneously an individual and collaborative project and Kemmis and McTaggart (1982; 7) argue that
Control: shared citation: Price 2001.
[82] Arday p. 63 · Zwozdiak-Myers p. 45 · 10 words · 2.7 Reflective practice as an integral part of action research
Arday: which arise from professional practice to facilitate change and improvement
Zwozdiak-Myers: which arise from professional practice to facilitate change and improvement
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[83] Arday p. 63 · Zwozdiak-Myers p. 45 · 24 words · 2.7 Reflective practice as an integral part of action research
Arday: Gray, 2010: 347). This implies that working with peers and fellow practitioners requires sensitivity, trust and a mutual respect for the feelings and expertise of others.
Zwozdiak-Myers: Gray, 2004: 377). This implies that working with peers and fellow practitioners requires sensitivity, trust and a mutual respect for the feelings and expertise of others.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[84] Arday p. 63 · Zwozdiak-Myers p. 45 · 14 words · 2.7 Reflective practice as an integral part of action research
Arday: are the goals of equity and social justice as existing practices within the school
Zwozdiak-Myers: are the goals of equity and social justice as existing practices within the school
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[85] Arday p. 63 · Zwozdiak-Myers p. 45 · 12 words · 2.7 Reflective practice as an integral part of action research
Arday: and transformed (Carr and Kemmis, 1986; Cochran-Smith and Lytle, 1993; Gore and Zeichner, 1995; Noffke,
Zwozdiak-Myers: and transformed (Carr and Kemmis, 1986; Cochran-Smith and Lytle, 1993; Gore and Zeichner, 1995; Noffke,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[86] Arday p. 63 · Zwozdiak-Myers p. 45 · 10 words · 2.7 Reflective practice as an integral part of action research
Arday: suggests that an examination of the conditions and contexts of
Zwozdiak-Myers: suggests that an examination of the conditions and contexts of
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[87] Arday p. 63 · Zwozdiak-Myers p. 45 · 22 words · 2.7 Reflective practice as an integral part of action research
Arday: in relation to: Personal development; Improved professional practice; Improvements in the institution; Contribution to the good order of society. This critical perspective
Zwozdiak-Myers: in relation to: personal development improved professional practice improvements in the institution contribution to the good order of society This critical perspective
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[88] Arday p. 63 · Zwozdiak-Myers p. 45 · 12 words · 2.7 Reflective practice as an integral part of action research
Arday: the aims of action research as a vehicle for educational reform as
Zwozdiak-Myers: the aims of action research as a vehicle for educational reform as
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[89] Arday p. 63 · Zwozdiak-Myers p. 46 · 17 words · 2.7 Reflective practice as an integral part of action research
Arday: Although action research has been recognised as a means to develop reflective practice and promote educational change,
Zwozdiak-Myers: Although action research has been recognised as a means to develop reflective practice and promote educational change,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[90] Arday p. 63-64 · Zwozdiak-Myers p. 46 · 22 words · 2.7 Reflective practice as an integral part of action research
Arday: Many studies have focused on written artefacts (portfolios, project reports, reflective journals) of teachers’ enquiries (Beyer, 1984; Bissex and Bullock, 1987; Goswami and Stillman,
Zwozdiak-Myers: Many studies have focused on written artefacts (portfolios, project reports, reflective journals) of teachers‟ enquiries (Beyer, 1984; Bissex and Bullock, 1987; Goswami and Stillman,
Control: shared citation: Goswami 1987.
[91] Arday p. 64 · Zwozdiak-Myers p. 46 · 20 words · 2.7 Reflective practice as an integral part of action research
Arday: teachers to engage in collaborative action research as a process both for professional learning and educational reform (Cochran-Smith and Lytle,
Zwozdiak-Myers: teachers to engage in collaborative action research as a process both for professional learning and educational reform (Cochran-Smith and Lytle,
Control: shared citation: Russell 1993, Somekh 2006.
[92] Arday p. 64 · Zwozdiak-Myers p. 46 · 24 words · 2.7 Reflective practice as an integral part of action research
Arday: four components (or domains of teaching): reflection and enquiry; learning about students; learning about pedagogical content knowledge; and, learning about social justice and democracy.
Zwozdiak-Myers: four components (or domains of teaching): reflection and enquiry; learning about students; learning about pedagogical content knowledge; and, learning about social justice and democracy.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[93] Arday p. 64 · Zwozdiak-Myers p. 46 · 12 words · 2.7 Reflective practice as an integral part of action research
Arday: student teachers’ embraced the challenge of developing morally and ethically defensible practices,
Zwozdiak-Myers: student teachers “embraced the challenge of developing morally and ethically defensible practices
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[94] Arday p. 64 · Zwozdiak-Myers p. 46 · 10 words · 2.7 Reflective practice as an integral part of action research
Arday: undertook a systematic study of their teaching which focused on
Zwozdiak-Myers: undertook a systematic study of their teaching which focused on
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[95] Arday p. 64 · Zwozdiak-Myers p. 46 · 10 words · 2.7 Reflective practice as an integral part of action research
Arday: their understanding of teaching underpinned by the commitment to provide
Zwozdiak-Myers: their understanding of teaching underpinned by the commitment to provide
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[96] Arday p. 65 · Zwozdiak-Myers p. 47 · 11 words · 2.7 Reflective practice as an integral part of action research
Arday: These findings could be useful for comparative purposes in relation to
Zwozdiak-Myers: These findings could be useful for comparative purposes in relation to
Control: shared citation: Price 2001.
[97] Arday p. 65 · Zwozdiak-Myers p. 47 · 18 words · 2.7 Reflective practice as an integral part of action research
Arday: finding time to reflect on their lessons; struggling to keep up with data collection; and, receiving support from
Zwozdiak-Myers: finding time to reflect on their lessons; struggling to keep up with data collection; and, receiving support from
Control: shared citation: Price 2001.
[98] Arday p. 65 · Zwozdiak-Myers p. 47 · 20 words · 2.7 Reflective practice as an integral part of action research
Arday: although mentors could be a tremendous support for student teachers, simultaneously they could also ‘unwittingly set boundaries upon their experimentation’.
Zwozdiak-Myers: although mentors could be a tremendous support for student teachers, simultaneously they could also “unwittingly set boundaries upon their experimentation
Control: 35 percent inside quotation marks in Arday.
[99] Arday p. 65 · Zwozdiak-Myers p. 47 · 13 words · 2.7 Reflective practice as an integral part of action research
Arday: this study also seeks to explore whether student teachers’ experienced any such challenges
Zwozdiak-Myers: This study also seeks to explore whether student teachers‟ experienced any such challenges
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[100] Arday p. 65 · Zwozdiak-Myers p. 47 · 11 words · 2.7 Reflective practice as an integral part of action research
Arday: as they prepared for, engaged in and evaluated the impact of
Zwozdiak-Myers: as they prepared for, engaged in and evaluated the impact of
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[101] Arday p. 65 · Zwozdiak-Myers p. 47 · 15 words · 2.7 Reflective practice as an integral part of action research
Arday: in addition to providing an explanation as to how oneself is positioned in relation to
Zwozdiak-Myers: in addition to providing an explanation as to how oneself is positioned in relation to
Control: shared citation: Guba 1996.
[102] Arday p. 65 · Zwozdiak-Myers p. 47 · 12 words · 2.7 Reflective practice as an integral part of action research
Arday: teachers perceive action research to be a form of personal enquiry that
Zwozdiak-Myers: teachers perceive action research to be a form of personal enquiry that
Control: shared citation: Guba 1996.
[103] Arday p. 65 · Zwozdiak-Myers p. 47 · 11 words · 2.7 Reflective practice as an integral part of action research
Arday: the study of self seems to be ideally suited to revealing
Zwozdiak-Myers: the study of self “seems to be ideally suited to revealing
Control: shared citation: Usher 1998.
[104] Arday p. 65 · Zwozdiak-Myers p. 47 · 11 words · 2.7 Reflective practice as an integral part of action research
Arday: discourse about developing a personal epistemology of professional practice guided by
Zwozdiak-Myers: discourse about developing a personal epistemology of professional practice guided by
Control: shared citation: Grimmett 1990.
[105] Arday p. 65 · Zwozdiak-Myers p. 47 · 15 words · 2.7 Reflective practice as an integral part of action research
Arday: insights into the actions of teachers, not only as educators but also as adults, who
Zwozdiak-Myers: insights into the actions of teachers, not only as educators but also as adults who
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[106] Arday p. 66 · Zwozdiak-Myers p. 48 · 12 words · 2.7 Reflective practice as an integral part of action research
Arday: with Belenky et al., (1986: 227) notion of ‘connected teaching’ as a means to
Zwozdiak-Myers: with Belenky et al “s (1986 227) notion of “connected teaching‟ as a means to
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[107] Arday p. 66 · Zwozdiak-Myers p. 48 · 27 words · 2.7 Reflective practice as an integral part of action research
Arday: through self-study there are ‘new possibilities for qualitative research to focus on the everyday practices by which individuals constantly construct and reconstruct their sense of individual identity’.
Zwozdiak-Myers: Through self-study there are “new possibilities for qualitative research to focus on the everyday practices by which individuals constantly construct and reconstruct their sense of individual identity
Control: 86 percent inside quotation marks in Arday.
[108] Arday p. 66 · Zwozdiak-Myers p. 48 · 10 words · 2.7 Reflective practice as an integral part of action research
Arday: student teachers to have the courage to teach in ways
Zwozdiak-Myers: student teachers to have the courage to teach in ways
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[109] Arday p. 67 · Zwozdiak-Myers p. 49 · 12 words · 2.7 Reflective practice as an integral part of action research
Arday: Validation – determining the authenticity of the ideas and feelings which have resulted,
Zwozdiak-Myers: validation – determining the authenticity of the ideas and feelings which have resulted,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[110] Arday p. 67 · Zwozdiak-Myers p. 49 · 10 words · 2.7 Reflective practice as an integral part of action research
Arday: taking ownership of new insights and learning to inform future
Zwozdiak-Myers: taking ownership of new insights and learning to inform future
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[111] Arday p. 67 · Zwozdiak-Myers p. 49 · 14 words · 2.7 Reflective practice as an integral part of action research
Arday: the description of a particular teaching situation, incorporates the view that reflective practice involves
Zwozdiak-Myers: the description of a particular teaching situation, incorporates the view that reflective practice involves
Control: shared citation: Boud 1999.
[112] Arday p. 67 · Zwozdiak-Myers p. 49 · 17 words · 2.7 Reflective practice as an integral part of action research
Arday: unrecognisable as reflective practice. Some staff within placement schools for example, asked student teachers to reflect by
Zwozdiak-Myers: unrecognisable as reflective practice. Some staff within placement schools for example, asked student teachers to reflect by
Control: shared citation: Boud 1999.
[113] Arday p. 67 · Zwozdiak-Myers p. 49 · 12 words · 2.7 Reflective practice as an integral part of action research
Arday: Further, the emphasis placed on the need for personal disclosure was often
Zwozdiak-Myers: Further, the emphasis placed on the need for personal disclosure was often
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[114] Arday p. 67 · Zwozdiak-Myers p. 49 · 10 words · 2.7 Reflective practice as an integral part of action research
Arday: to be beyond the capacity of some student teachers (Boud,
Zwozdiak-Myers: to be beyond the capacity of some student teachers. Boud
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[115] Arday p. 68 · Zwozdiak-Myers p. 49 · 15 words · 2.7 Reflective practice as an integral part of action research
Arday: that when student teachers engage in reflective practice, they should probe and explore the following
Zwozdiak-Myers: that when student teachers‟ engage in reflective practice, they should probe and explore the following
Control: shared citation: Korthagen 2005.
[116] Arday p. 68 · Zwozdiak-Myers p. 49 · 41 words · 2.7 Reflective practice as an integral part of action research
Arday: questions: What was the context? What did I want? What did I do? What was I thinking? How did I feel? What did the pupils want? What did the pupils do? What were the pupils thinking? How did the pupils feel?
Zwozdiak-Myers: questions: What was the context? What did I want? What did I do? What was I thinking? How did I feel? What did the pupils want? What did the pupils do? What were the pupils thinking? How did the pupils feel?
Control: shared citation: Korthagen 2005.
[117] Arday p. 68 · Zwozdiak-Myers p. 50 · 17 words · 2.7 Reflective practice as an integral part of action research
Arday: Provide the basis for observations and reflections; 2. Observations and reflections are distilled and assimilated into abstract concepts;
Zwozdiak-Myers: provide the basis for observations and reflections; observations and reflections (2) are distilled and assimilated into abstract concepts
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[118] Arday p. 68 · Zwozdiak-Myers p. 50 · 12 words · 2.7 Reflective practice as an integral part of action research
Arday: Produce new possibilities for action, which can be actively tested; 4. Through experimentation,
Zwozdiak-Myers: produce new possibilities for action, which can be actively tested (4) through experimentation,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[119] Arday p. 69 · Zwozdiak-Myers p. 50 · 11 words · 2.7 Reflective practice as an integral part of action research
Arday: on the notion that experiential learning is a process, which involves
Zwozdiak-Myers: on the notion that experiential learning is a process, which involves
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[120] Arday p. 69 · Zwozdiak-Myers p. 50 · 11 words · 2.7 Reflective practice as an integral part of action research
Arday: is distinguished by attending to the organisation and construction of learning
Zwozdiak-Myers: is distinguished by attending to the organisation and construction of learning
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[121] Arday p. 75 · Zwozdiak-Myers p. 58 · 13 words · 2.12 Moving toward autonomy
Arday: involves reflecting both on the means and ends of educational goals and values
Zwozdiak-Myers: involves reflecting both on the means and ends of educational goals and values
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[122] Arday p. 75-76 · Zwozdiak-Myers p. 58 · 76 words · 2.12 Moving toward autonomy
Arday: very clear links can be drawn between reflective practice and assuming responsibility for professional development: ‘When embracing the concept of reflective teaching, there is often a commitment by teachers to internalise the disposition and skills to study their teaching and become better at teaching over time, a commitment to take responsibility for their own professional development. This assumption of responsibility is a central feature of the idea of a reflective teacher’ (Zeichner and Liston, 1996: 6). Another interpretation
Zwozdiak-Myers: Very clear links can be drawn between reflective practice and assuming responsibility for professional development: When embracing the concept of reflective teaching, there is often a commitment by teachers to internalise the disposition and skills to study their teaching and become better at teaching over time, a commitment to take responsibility for their own professional development. This assumption of responsibility is a central feature of the idea of a reflective teacher (Zeichner and Liston, 1996: 6) Another interpretation
Control: 58 percent inside quotation marks in Arday; shared citation: Eraut 1994, Zeichner 1996.
[123] Arday p. 76 · Zwozdiak-Myers p. 58 · 19 words · 2.12 Moving toward autonomy
Arday: of professional practitioners when they demonstrate: a moral commitment to serve the interests of students by reflecting on their
Zwozdiak-Myers: of professional practitioners when they demonstrate: a moral commitment to serve the interests of students by reflecting on their
Control: shared citation: Eraut 1994.
[124] Arday p. 76 · Zwozdiak-Myers p. 58-59 · 24 words · 2.12 Moving toward autonomy
Arday: and their progress and deciding how best it can be fostered or promoted; a professional obligation to review periodically the nature and effectiveness of
Zwozdiak-Myers: and their progress and deciding how best it can be fostered or promoted a professional obligation to review periodically the nature and effectiveness of
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[125] Arday p. 76 · Zwozdiak-Myers p. 59 · 11 words · 2.12 Moving toward autonomy
Arday: practical knowledge both by personal reflection and through interaction with others.
Zwozdiak-Myers: practical knowledge both by personal reflection and through interaction with others
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[126] Arday p. 76 · Zwozdiak-Myers p. 59 · 10 words · 2.12 Moving toward autonomy
Arday: Standards in schools is explicitly stated in terms of the
Zwozdiak-Myers: Standards in schools is explicitly stated in terms of the
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[127] Arday p. 76 · Zwozdiak-Myers p. 59 · 11 words · 2.12 Moving toward autonomy
Arday: Further components within the Standards encompass both theoretical and experiential knowledge,
Zwozdiak-Myers: Further components within the Standards encompass both theoretical and experiential knowledge
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[128] Arday p. 76-77 · Zwozdiak-Myers p. 59 · 28 words · 2.12 Moving toward autonomy
Arday: identified by Eraut. The interrelationship between the concepts of professional development proposed by Hoyle and John, of knowledge, autonomy and responsibility have been summarised by Furlong et al
Zwozdiak-Myers: identified by Eraut. The interrelationship between the concepts of professional development proposed by Hoyle and John, of knowledge, autonomy and responsibility have been summarised by Furlong et al
Control: shared citation: Furlong 2000.
[129] Arday p. 77 · Zwozdiak-Myers p. 59 · 12 words · 2.12 Moving toward autonomy
Arday: that it is important for student teachers to clearly express and frequently
Zwozdiak-Myers: that it is important for student teachers to clearly express and frequently
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[130] Arday p. 77 · Zwozdiak-Myers p. 59 · 11 words · 2.12 Moving toward autonomy
Arday: educational values, not in isolation and abstraction, but in collaboration with
Zwozdiak-Myers: educational values, not in isolation and abstraction but in collaboration with
Control: shared citation: Nixon 1995.
[131] Arday p. 77 · Zwozdiak-Myers p. 60 · 10 words · 2.12 Moving toward autonomy
Arday: notes the difficulty often faced by teachers lies not in
Zwozdiak-Myers: notes “the difficulty often faced by teachers lies not in
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[132] Arday p. 77 · Zwozdiak-Myers p. 60 · 24 words · 2.12 Moving toward autonomy
Arday: discourse suggests that some student teachers’ school-based teaching experiences could be incongruent, as values expressed in principle might not necessarily be demonstrated in practice
Zwozdiak-Myers: discourse suggests that some student teachers‟ school-based teaching experiences could be incongruent, as values expressed in principle might not necessarily be demonstrated in practice.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[133] Arday p. 77 · Zwozdiak-Myers p. 60 · 10 words · 2.12 Moving toward autonomy
Arday: experience autonomy in relation to making professional judgements and decisions,
Zwozdiak-Myers: experience autonomy in relation to making professional judgements and decisions
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[134] Arday p. 79 · Zwozdiak-Myers p. 80 · 43 words · 2.14 Summary
Arday: encompass ‘some notion of reflection in the process of professional development, but at the same time, disguise a vast number of conceptual variations, with a range of implications for the organisation and design of teacher education courses’. Furthermore, teacher educators, researchers and other
Zwozdiak-Myers: encompass “some notion of reflection in the process of professional development, but at the same time, disguise a vast number of conceptual variations, with a range of implications for the organisation and design of teacher education courses‟. Furthermore, teacher educators, researchers and other
Control: 78 percent inside quotation marks in Arday.
[135] Arday p. 80 · Zwozdiak-Myers p. 81 · 14 words · 2.14 Summary
Arday: examined the characteristics which key theorists, researchers and practitioners have attributed to this phenomenon.
Zwozdiak-Myers: examined the characteristics which key theorists, researchers and practitioners have attributed to this phenomenon.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[136] Arday p. 80 · Zwozdiak-Myers p. 81 · 13 words · 2.14 Summary
Arday: Reflective practice has been conceptualised as a creative process in that student teachers
Zwozdiak-Myers: Reflective practice has been conceptualised as a creative process in that student teachers
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[137] Arday p. 81 · Zwozdiak-Myers p. 82 · 16 words · 2.14 Summary
Arday: take responsibility for their own professional development is prevalent not only in the governments’ agenda but
Zwozdiak-Myers: take responsibility for their own professional development is prevalent not only in the governments‟ agenda but
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[138] Arday p. 81 · Zwozdiak-Myers p. 82 · 11 words · 2.14 Summary
Arday: of reflective practice has become ‘a generic pedagogical principle’ (Tsangaridou and
Zwozdiak-Myers: of reflective practice has become “a generic pedagogical principle‟ (Tsangaridou and
Control: 39 percent inside quotation marks in Arday; shared citation: Sullivan 1997.
[139] Arday p. 81 · Zwozdiak-Myers p. 82 · 11 words · 2.14 Summary
Arday: of reflection, in addition to developing student teachers’ reflective capabilities and
Zwozdiak-Myers: of reflection, in addition to developing student teachers‟ reflective capabilities and
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
Ch4 Methodology for Research Study
[140] Arday p. 137 · Zwozdiak-Myers p. 101 · 32 words · 4.1 Introduction
Arday: which supports the twin focus to educational research as: attitudinal- a distinctive way of thinking about educational phenomena; and action- a systematic means of investigating educational phenomena proposed by Morrison (2003). Decisions that
Zwozdiak-Myers: which supports the twin focus to educational research as: attitudinal – “a distinctive way of thinking about educational phenomena‟ and action – “a systematic means of investigating educational phenomena‟ proposed by Morrison (2002: 3). Decisions that
Control: shared citation: Strauss 1998.
[141] Arday p. 137 · Zwozdiak-Myers p. 101 · 20 words · 4.1 Introduction
Arday: the selection of research methodology, Bell (2010) argues are dependent upon the nature of the enquiry and kind of information sought.
Zwozdiak-Myers: the selection of research methodology, Bell (2005) argues, are dependent upon the nature of the enquiry and kind of information sought.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[142] Arday p. 138 · Zwozdiak-Myers p. viii · 12 words · 4.1 Introduction
Arday: Table 4.1: Key characteristics and assumptions underpinning positivist and interpretive approaches to research
Zwozdiak-Myers: Table 4.1: Key characteristics and assumptions underpinning positivist and interpretive approaches to research
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[143] Arday p. 138 · Zwozdiak-Myers p. 103 · 28 words · 4.1 Introduction
Arday: Positivist Approach Interpretive Approach Assumptions: Assumptions: Social facts have an objective reality Reality is socially constructed Primacy of method Primacy of subject matter Variables can be identified and
Zwozdiak-Myers: Positivist approach Interpretive approach Assumptions: Assumptions: Social facts have an objective reality Reality is socially constructed Primacy of method Primacy of subject matter Variables can be identified and
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[144] Arday p. 138 · Zwozdiak-Myers p. 103 · 13 words · 4.1 Introduction
Arday: perspectives Approach Approach Begins with hypotheses and theories Ends with hypotheses and grounded
Zwozdiak-Myers: perspectives Approach: Approach: Begins with hypotheses and theories Ends with hypotheses and grounded
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[145] Arday p. 142 · Zwozdiak-Myers p. 105 · 14 words · 4.4 Research Design
Arday: used to investigate ‘contemporary phenomenon within its real-life context, especially when the boundaries between
Zwozdiak-Myers: used to investigate “contemporary phenomenon within its real-life context, especially when the boundaries between
Control: shared citation: Yin 2003.
[146] Arday p. 152 · Zwozdiak-Myers p. 110 · 10 words · 4.6.3 Participant recruitment and selection
Arday: the researcher held numerous discussions with two professional colleagues who
Zwozdiak-Myers: the researcher held numerous discussions with two professional colleagues who
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[147] Arday p. 152 · Zwozdiak-Myers p. 110 · 27 words · 4.6.3 Participant recruitment and selection
Arday: this procedure was followed not only to derive insights advanced by professional colleagues who were knowledgeable and experienced within the field but also to ensure that the
Zwozdiak-Myers: This procedure was followed not only to derive insights advanced by professional colleagues who were knowledgeable and experienced within the field but also to ensure that the
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[148] Arday p. 152 · Zwozdiak-Myers p. 110 · 16 words · 4.6.3 Participant recruitment and selection
Arday: particular perspective and stance was open to scrutiny and challenge and not merely imposed onto the
Zwozdiak-Myers: particular perspective and stance was open to scrutiny and challenge and not merely imposed onto the
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[149] Arday p. 155 · Zwozdiak-Myers p. ? · 13 words · 4.6.4 Pilot study open-ended questionnaires and considerations
Arday: the development of student teachers’ reflective practice within the context of action research
Zwozdiak-Myers: the development of student teachers’ reflective practice within the context of action research
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[150] Arday p. 155 · Zwozdiak-Myers p. 111 · 16 words · 4.6.4 Pilot study open-ended questionnaires and considerations
Arday: embedded within the framework along with the student teachers’ descriptive, comparative and critical reflective conversations provided
Zwozdiak-Myers: embedded within the framework along with the student teachers‟ descriptive, comparative and critical reflective conversations, provided
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
Ch5 Research findings
[151] Arday p. 200 · Zwozdiak-Myers p. 159 · 11 words
Arday: Chapter 5: Research findings 5.1 Introduction The purpose of this study was to
Zwozdiak-Myers: Chapter 5: Research findings 5.1 Introduction The purpose of this study was to
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[152] Arday p. 200 · Zwozdiak-Myers p. 159 · 11 words · 5.1 Introduction
Arday: Reflective practice has been defined as: a disposition to enquiry incorporating
Zwozdiak-Myers: Reflective practice has been defined as: a disposition to enquiry incorporating
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[153] Arday p. 200 · Zwozdiak-Myers p. 106 · 17 words · 5.1 Introduction
Arday: structure or restructure actions, knowledge, theories or beliefs that inform teaching for the purpose of personal professional
Zwozdiak-Myers: structure or restructure actions, knowledge, theories or beliefs that inform teaching for the purpose of personal professional
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[154] Arday p. 201 · Zwozdiak-Myers p. 159 · 13 words · 5.2 Professional learning support
Arday: reflective practice provided a focal point for analysing evidence gathered from student teachers’
Zwozdiak-Myers: reflective practice provided a focal point for analysing evidence gathered from student teachers
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[155] Arday p. 201 · Zwozdiak-Myers p. 159 · 17 words · 5.2 Professional learning support
Arday: in their reference and are not intended to convey gender bias (Capel and Moss, 2005: 437). Research findings have
Zwozdiak-Myers: in their reference‟ and are not intended to “convey gender bias‟ (Capel and Moss, 2005: 437). Research findings have
Control: shared citation: Capel 2005.
[156] Arday p. 202 · Zwozdiak-Myers p. 160 · 12 words · 5.2 Professional learning support
Arday: The main research findings of this study are drawn together in a
Zwozdiak-Myers: The main research findings of this study are drawn together in a
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[157] Arday p. 214 · Zwozdiak-Myers p. 176 · 13 words · 5.3.5 Mentor-Mentee Relationships
Arday: knowledge from a range of sources as they seek to improve their teaching
Zwozdiak-Myers: knowledge from a range of sources as they seek to improve their teaching.
Control: shared citation: Stenhouse 1975.
[158] Arday p. 224 · Zwozdiak-Myers p. 165 · 10 words · 5.4 Exploring the potential for initiating and implementing peer-mentoring among
Arday: basis, from a range of sources and perspectives as they
Zwozdiak-Myers: basis, from a range of sources and perspectives as they
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[159] Arday p. 234 · Zwozdiak-Myers p. 169 · 13 words · 5.5 Evaluating early experiences of the initial teacher training programme of study and
Arday: student teachers’ recorded personal thoughts, perceptions and modifications to their plan of action
Zwozdiak-Myers: student teachers‟ recorded personal thoughts, perceptions and modifications to their plan of action
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[160] Arday p. 259 · Zwozdiak-Myers p. 174 · 10 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: Several improvements to personal practice are signalled in the above
Zwozdiak-Myers: Several improvements to personal practice are signalled in the above
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[161] Arday p. 260 · Zwozdiak-Myers p. 174 · 12 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: ability to systematically evaluate and search for reasons behind the outcomes of
Zwozdiak-Myers: ability to systematically evaluate and search for reasons behind the outcomes of
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[162] Arday p. 260 · Zwozdiak-Myers p. 176 · 14 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: is the capacity and commitment to link theoretical principles underpinning aspects of pedagogy with
Zwozdiak-Myers: is the capacity and commitment to link theoretical principles underpinning aspects of pedagogy with
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[163] Arday p. 260 · Zwozdiak-Myers p. 176 · 22 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: own practice (Eraut, 1994; Stenhouse, 1975; 1983). Student teachers can draw on knowledge from a range of sources as they seek to improve their teaching.
Zwozdiak-Myers: own practice (Eraut, 1994; Stenhouse, 1975, 1983). Student teachers can draw on knowledge from a range of sources as they seek to improve their teaching.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[164] Arday p. 260 · Zwozdiak-Myers p. 163 · 11 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: Through descriptive and comparative reflective discourse the student teacher raises a
Zwozdiak-Myers: Through descriptive and comparative reflective discourse the student teacher raises a
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[165] Arday p. 261 · Zwozdiak-Myers p. 178 · 10 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: and endeavour to link that knowledge to a specific context.
Zwozdiak-Myers: and endeavour to link that knowledge to a specific context,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[166] Arday p. 264 · Zwozdiak-Myers p. 189 · 10 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: which gives rise to modified practice through systematic, self-reflective enquiry,
Zwozdiak-Myers: which gives rise to modified practice through systematic, self-reflective enquiry
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[167] Arday p. 264 · Zwozdiak-Myers p. 189 · 13 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: teaching approaches and strategies which worked effectively and discard or further refine those
Zwozdiak-Myers: teaching approaches and strategies which worked effectively and discard or further refine those
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[168] Arday p. 264 · Zwozdiak-Myers p. 189 · 20 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: In this way, student teachers ground theory in their own teaching and build a repertoire of exemplars, images and metaphors
Zwozdiak-Myers: In this way, student teachers ground theory in their own teaching and build a repertoire of exemplars, images and metaphors
Control: shared citation: Schon 1983.
[169] Arday p. 264 · Zwozdiak-Myers p. 189 · 10 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: they draw upon to frame each unique teaching situation (Schon
Zwozdiak-Myers: they draw upon to frame each unique teaching situation (Schon
Control: shared citation: Schon 1983.
[170] Arday p. 264 · Zwozdiak-Myers p. 196 · 22 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: capacity and commitment to critically reflect on their own teaching and act upon insights gained to inform future planning, improvement and development.
Zwozdiak-Myers: capacity and commitment to critically reflect on their own teaching and act upon insights gained to inform future planning, improvement and development.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[171] Arday p. 264 · Zwozdiak-Myers p. 215 · 18 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: as they studied their own teaching was their capacity to enhance the quality of pupil learning and development
Zwozdiak-Myers: as they studied their own teaching was their capacity to enhance the quality of pupil learning and development
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[172] Arday p. 264 · Zwozdiak-Myers p. 215 · 13 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: in three main areas: pupil progress or achievement, pupil behaviour patterns and pupil
Zwozdiak-Myers: in three main areas: pupil progress or achievement, pupil behaviour patterns and pupil
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[173] Arday p. 264 · Zwozdiak-Myers p. 215 · 15 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: student teachers’ believed that pupil learning and development was attributable to their personal improvement in
Zwozdiak-Myers: Student teachers believed that pupil learning and development was attributable to their personal improvement in
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[174] Arday p. 264 · Zwozdiak-Myers p. 215 · 29 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: main areas: greater understanding, insight and awareness about the principles and procedures of pedagogy; thinking more about aspects of teaching and their enhanced knowledge of pupil difference and diversity.
Zwozdiak-Myers: main areas: greater understanding, insight and awareness about the principles and procedures of pedagogy; thinking more about aspects of teaching and their enhanced knowledge of pupil difference and diversity.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[175] Arday p. 264 · Zwozdiak-Myers p. 215 · 11 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: perceived by student teachers to have been influenced as they studied
Zwozdiak-Myers: perceived by student teachers to have been influenced as they studied
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[176] Arday p. 264 · Zwozdiak-Myers p. 215 · 12 words · 5.9 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: and commitment to seek alternative perspectives and possibilities to inform their teaching:
Zwozdiak-Myers: and commitment to seek alternative perspectives and possibilities to inform their teaching
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[177] Arday p. 285 · Zwozdiak-Myers p. 224 · 12 words · 5.12 Summary
Arday: Summary This chapter has investigated the development of student teachers’ reflective practice
Zwozdiak-Myers: Summary This chapter has investigated the development of student teachers‟ reflective practice
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[178] Arday p. 285 · Zwozdiak-Myers p. 224 · 11 words · 5.12 Summary
Arday: within the context of action research. The perceptions of student teachers,
Zwozdiak-Myers: within the context of action research. The perceptions of student teachers
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[179] Arday p. 285 · Zwozdiak-Myers p. 225 · 14 words · 5.12 Summary
Arday: Interview transcripts were also analysed to identify qualitative distinctions in the types of reflective
Zwozdiak-Myers: Interview transcripts were also analysed to identify qualitative distinctions in the types of reflective
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[180] Arday p. 285 · Zwozdiak-Myers p. 225 · 14 words · 5.12 Summary
Arday: The range between the number of descriptive, comparative and critical reflective conversations used varied,
Zwozdiak-Myers: The range between the number of descriptive, comparative and critical reflective conversations used varied
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[181] Arday p. 286-287 · Zwozdiak-Myers p. 225-226 · 14 words · 5.12 Summary
Arday: These research findings and their implications are discussed in the next chapter. Chapter 6: Discussion
Zwozdiak-Myers: These research findings and their implications are discussed in the next chapter. Chapter 6: Discussion
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
Ch6 Discussion
[182] Arday p. 287 · Zwozdiak-Myers p. 226 · 13 words · 6.1 Introduction
Arday: Introduction This chapter discusses the main findings of this study and considers how
Zwozdiak-Myers: Introduction This chapter discusses the main findings of this study and considers how
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[183] Arday p. 287 · Zwozdiak-Myers p. 106 · 14 words · 6.1 Introduction
Arday: of this study, has been defined as a disposition to enquiry incorporating the process
Zwozdiak-Myers: of this study has been defined as: a disposition to enquiry incorporating the process
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[184] Arday p. 288 · Zwozdiak-Myers p. 227 · 15 words · 6.1 Introduction
Arday: this chapter is to discuss the main research findings pertinent to both research questions within
Zwozdiak-Myers: this chapter is to discuss the main research findings pertinent to both research questions within
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[185] Arday p. 294 · Zwozdiak-Myers p. 231 · 12 words · 6.3 Evaluating early experiences of the initial teacher training programme of study and
Arday: This finding indicates not only that a range of research instruments were
Zwozdiak-Myers: This finding indicates not only that a range of research instruments were
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[186] Arday p. 294 · Zwozdiak-Myers p. 231 · 11 words · 6.3 Evaluating early experiences of the initial teacher training programme of study and
Arday: was gathered from a range of perspectives which supports the argument
Zwozdiak-Myers: was gathered from a range of perspectives, which supports the argument
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[187] Arday p. 294 · Zwozdiak-Myers p. 231 · 13 words · 6.3 Evaluating early experiences of the initial teacher training programme of study and
Arday: the need to gather evidence from multiple perspectives or lenses for triangulation purposes,
Zwozdiak-Myers: the need to gather evidence from multiple perspectives or lenses for triangulation purposes
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[188] Arday p. 294 · Zwozdiak-Myers p. 231 · 17 words · 6.3 Evaluating early experiences of the initial teacher training programme of study and
Arday: this was in line with the approach adopted in other research studies for developing reflective practice in
Zwozdiak-Myers: This was in line with the approach adopted in other research studies for developing reflective practice in
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[189] Arday p. 296 · Zwozdiak-Myers p. 233 · 15 words · 6.3 Evaluating early experiences of the initial teacher training programme of study and
Arday: feedback derived from multiple sources and multiple perspectives effectively to gauge their own practice during
Zwozdiak-Myers: feedback derived from multiple sources and multiple perspectives effectively to gauge their own practice during
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[190] Arday p. 296 · Zwozdiak-Myers p. 233 · 15 words · 6.3 Evaluating early experiences of the initial teacher training programme of study and
Arday: Some findings however, which emerged from the student teachers’ perceptions raise several anomalies. For example,
Zwozdiak-Myers: Some findings however, which emerged from the student teachers‟ perceptions raise several anomalies. For example,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[191] Arday p. 296 · Zwozdiak-Myers p. 235 · 10 words · 6.3 Evaluating early experiences of the initial teacher training programme of study and
Arday: procedures is recognised as an integral component of professional development
Zwozdiak-Myers: procedures is recognised as an integral component of professional development
Control: shared citation: Stenhouse 1975.
[192] Arday p. 297 · Zwozdiak-Myers p. 236 · 10 words · 6.3 Evaluating early experiences of the initial teacher training programme of study and
Arday: This needs to be investigated further, particularly as these processes
Zwozdiak-Myers: This needs to be investigated further, particularly as these processes
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[193] Arday p. 297 · Zwozdiak-Myers p. 236 · 19 words · 6.3 Evaluating early experiences of the initial teacher training programme of study and
Arday: These areas need to be investigated further, particularly in relation to exploring strategies that might support the more descriptive
Zwozdiak-Myers: These areas need to be investigated further, particularly in relation to exploring strategies that might support the more descriptive
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[194] Arday p. 299 · Zwozdiak-Myers p. 240 · 13 words · 6.4 Studying teaching for personal improvement through reflection
Arday: construct knowledge and use that knowledge to link theory with their own practice
Zwozdiak-Myers: construct knowledge and use that knowledge to link theory with their own practice.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[195] Arday p. 301 · Zwozdiak-Myers p. 4 · 16 words · 6.4 Studying teaching for personal improvement through reflection
Arday: themselves as teachers, their teaching, subject matter, pupils, and their roles and responsibilities within the classroom
Zwozdiak-Myers: themselves as teachers, their teaching, subject matter, pupils, and their roles and responsibilities within the classroom
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[196] Arday p. 301 · Zwozdiak-Myers p. 244 · 10 words · 6.4 Studying teaching for personal improvement through reflection
Arday: the student teachers’ might have allowed their preconceived values and
Zwozdiak-Myers: the student teachers might have allowed their preconceived values and
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[197] Arday p. 301 · Zwozdiak-Myers p. 244 · 10 words · 6.4 Studying teaching for personal improvement through reflection
Arday: their own teaching should personal theories and beliefs remain unchallenged,
Zwozdiak-Myers: their own teaching should personal theories and beliefs remain unchallenged.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[198] Arday p. 301 · Zwozdiak-Myers p. 245 · 12 words · 6.5 Establishing a Community of Practice
Arday: student teachers’ identified a number of ways through which they considered alternative
Zwozdiak-Myers: student teachers‟ identified a number of ways through which they considered alternative
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[199] Arday p. 305 · Zwozdiak-Myers p. 246 · 24 words · 6.5 Establishing a Community of Practice
Arday: Boud (1999: 125) recognised that the emphasis placed on the need for personal disclosure in discussion forums was often found to be beyond the capacity of
Zwozdiak-Myers: Boud (1999: 125) recognised that the emphasis placed on the need for personal disclosure in discussion forums was often found to be beyond the capacity of
Control: shared citation: Boud 1999.
[200] Arday p. 305 · Zwozdiak-Myers p. 246 · 15 words · 6.5 Establishing a Community of Practice
Arday: MacDonald and Brooker (1999: 59) perceived potential barriers in student teachers’ uneasiness in working with the personal.
Zwozdiak-Myers: Macdonald and Brooker (1999: 59) perceived potential barriers in student teachers‟ uneasiness in working with the personal.
Control: shared citation: Macdonald 1999.
[201] Arday p. 305 · Zwozdiak-Myers p. 246 · 23 words · 6.5 Establishing a Community of Practice
Arday: particularly in relation to creating an environment of trust so that suggestions made by informed others can be perceived as constructive and non-threatening
Zwozdiak-Myers: particularly in relation to creating an environment of trust so that suggestions made by informed others can be perceived as constructive and non-threatening.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[202] Arday p. 306 · Zwozdiak-Myers p. 249 · 10 words · 6.5 Establishing a Community of Practice
Arday: The capacity and commitment to consider alternative perspectives and possibilities
Zwozdiak-Myers: The capacity and commitment to consider alternative perspectives and possibilities
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[203] Arday p. 306 · Zwozdiak-Myers p. 249 · 10 words · 6.5 Establishing a Community of Practice
Arday: as an important element of student teacher professional development (Brookfield,
Zwozdiak-Myers: as an important element of student teacher professional development (Brookfield,
Control: shared citation: Dewey 1910.
[204] Arday p. 306 · Zwozdiak-Myers p. 249 · 16 words · 6.5 Establishing a Community of Practice
Arday: Results in this study showed the perspectives and lenses (Brookfield, 1995) most commonly identified by student teachers
Zwozdiak-Myers: Results in this study showed the perspectives and lenses (Brookfield, 1995) most commonly identified by student teachers
Control: shared citation: Brookfield 1995, Dewey 1910.
[205] Arday p. 306 · Zwozdiak-Myers p. 249 · 11 words · 6.5 Establishing a Community of Practice
Arday: student teachers’ considered alternative perspectives and possibilities to inform their own
Zwozdiak-Myers: student teachers‟ considered alternative perspectives and possibilities to inform their own
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[206] Arday p. 306 · Zwozdiak-Myers p. 249 · 21 words · 6.5 Establishing a Community of Practice
Arday: Within this dimension a number of findings raise the question as to whether some student teachers might have experienced barriers in
Zwozdiak-Myers: Within this dimension a number of findings raise the question as to whether some student teachers might have experienced barriers in
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[207] Arday p. 307 · Zwozdiak-Myers p. 249 · 19 words · 6.5 Establishing a Community of Practice
Arday: This raises both ethical and professional issues. These concerns could be linked and, in part, might explain why some
Zwozdiak-Myers: This raises both ethical and professional issues. These concerns could be linked and, in part, might explain why some
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[208] Arday p. 307 · Zwozdiak-Myers p. 249-250 · 17 words · 6.5 Establishing a Community of Practice
Arday: These areas need further investigation, particularly in relation to finding out what causes might underpin these perceived
Zwozdiak-Myers: These areas need further investigation, particularly in relation to finding out what causes might underpin these perceived
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[209] Arday p. 307 · Zwozdiak-Myers p. 250 · 27 words · 6.5 Establishing a Community of Practice
Arday: and discovering ways to overcome them, so that student teachers and experienced teachers can engage in dialogue to explore alternative perspectives and possibilities, in all matters concerning
Zwozdiak-Myers: and discovering ways to overcome them, so that student teachers and experienced teachers can engage in dialogue to explore alternative perspectives and possibilities, in all matters concerning
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[210] Arday p. 312 · Zwozdiak-Myers p. 252 · 10 words · 6.6 Developing Trust within Peer-Mentoring
Arday: would suggest that they exhibited the capacity and commitment to
Zwozdiak-Myers: would suggest that they exhibited the capacity and commitment to
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[211] Arday p. 318 · Zwozdiak-Myers p. 256 · 12 words · 6.7 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: they showed both the capacity and commitment to enhance the quality of
Zwozdiak-Myers: they showed both the capacity and commitment to enhance the quality of
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[212] Arday p. 318 · Zwozdiak-Myers p. 256 · 14 words · 6.7 Critically and collaboratively reflecting on teaching and peer-mentoring at the end of
Arday: need to be investigated further, particularly in relation to possible barriers which might influence
Zwozdiak-Myers: need to be investigated further, particularly in relation to possible barriers which might influence
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
Ch7 Conclusions and Recommendations
[213] Arday p. 330 · Zwozdiak-Myers p. 272 · 17 words · 7.1 Introduction
Arday: the following conclusions were drawn from the findings of this study and relate to the research questions,
Zwozdiak-Myers: The following conclusions were drawn from the findings of this study and relate to the research questions
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[214] Arday p. 330 · Zwozdiak-Myers p. 272 · 15 words · 7.1 Introduction
Arday: Caution should be exercised concerning the generalisability of these conclusions beyond the student teachers and
Zwozdiak-Myers: Caution should be exercised concerning the generalisability of these conclusions beyond the student teachers and
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[215] Arday p. 343 · Zwozdiak-Myers p. 268 · 15 words · 7.4 Limitations of the study
Arday: reflective practice within the context of action research from this study, the results should be
Zwozdiak-Myers: reflective practice within the context of action research from this study, the results should be
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[216] Arday p. 343 · Zwozdiak-Myers p. 268 · 29 words · 7.4 Limitations of the study
Arday: due to a number of limitations. These are based on elements of the research methodology and design of this study, as well as the realisation that it is not
Zwozdiak-Myers: due to a number of limitations. These are based on elements of the research methodology and design of this study, as well as the realisation that it is not
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[217] Arday p. 343 · Zwozdiak-Myers p. 268 · 16 words · 7.4 Limitations of the study
Arday: with certainty whether the development of reflective practice would have occurred as a natural consequence of
Zwozdiak-Myers: with certainty whether the development of reflective practice would have occurred as a natural consequence of
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[218] Arday p. 343 · Zwozdiak-Myers p. 269 · 38 words · 7.4 Limitations of the study
Arday: The paucity of substantive research studies in initial teacher education and the diverse nature of those studies that have been undertaken to examine the development of student teachers’ reflective practice, particularly within physical education initial teacher education, make
Zwozdiak-Myers: The paucity of substantive research studies in initial teacher education and the diverse nature of those studies that have been undertaken to examine the development of student teachers‟ reflective practice, particularly within physical education initial teacher education, make
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[219] Arday p. 343 · Zwozdiak-Myers p. 269 · 11 words · 7.4 Limitations of the study
Arday: the sample size in this study was relatively small as participants
Zwozdiak-Myers: The sample size in this study was relatively small as participants
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[220] Arday p. 343 · Zwozdiak-Myers p. 269 · 25 words · 7.4 Limitations of the study
Arday: England. Although, results of this study might be relatable to student teachers following similar courses in initial teacher education, they may be difficult to generalise
Zwozdiak-Myers: England. Although results of this study might be relatable to student teachers following similar courses in initial teacher education, they may be difficult to generalise.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[221] Arday p. 343-344 · Zwozdiak-Myers p. 269 · 30 words · 7.4 Limitations of the study
Arday: challenge associated with qualitative research studies is that of interpretation. It was realised that there are several ways in which interpretation has potential to influence the results of this research,
Zwozdiak-Myers: challenge associated with qualitative research studies is that of interpretation. It was realised that there are several ways in which interpretation has potential to influence the results of this research.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[222] Arday p. 344 · Zwozdiak-Myers p. 269 · 11 words · 7.4 Limitations of the study
Arday: informed by the theoretical underpinnings, which have been advanced in the
Zwozdiak-Myers: informed by the theoretical underpinnings, which have been advanced in the
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[223] Arday p. 344 · Zwozdiak-Myers p. 269 · 17 words · 7.4 Limitations of the study
Arday: scholars; teacher educators and practitioners over past decades, in addition to discussions with professional colleagues, the framework
Zwozdiak-Myers: scholars, teacher educators and practitioners over past decades, in addition to discussions with professional colleagues, the framework
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[224] Arday p. 344 · Zwozdiak-Myers p. 269 · 33 words · 7.4 Limitations of the study
Arday: Evidence gathered to inform this study relied upon the research participants’ understanding of what information was being asked of them. Although research instruments designed for use in this study were assessed for fitness
Zwozdiak-Myers: Evidence gathered to inform this study relied upon the research participants‟ understanding of what information was being asked of them. Although research instruments designed for use in this study were assessed for fitness
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[225] Arday p. 344 · Zwozdiak-Myers p. 269 · 21 words · 7.4 Limitations of the study
Arday: to influence student teachers’ responses should be noted. Evidence gathered to inform this study also relied upon the research participants’ judgements
Zwozdiak-Myers: to influence student teachers‟ responses should be noted. Evidence gathered to inform this study also relied upon the research participants‟ judgements.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[226] Arday p. 346 · Zwozdiak-Myers p. 265 · 12 words · 7.8 Considerations towards reflective practice
Arday: these student teachers’ recognise the interdependent nature of reflecting on practice and
Zwozdiak-Myers: these student teachers‟ recognise the interdependent nature of reflecting on practice and
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[227] Arday p. 347 · Zwozdiak-Myers p. 265 · 11 words · 7.8 Considerations towards reflective practice
Arday: commitment to engage in on-going professional development in order to improve
Zwozdiak-Myers: commitment to engage in ongoing professional development in order to improve
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[228] Arday p. 347 · Zwozdiak-Myers p. 58 · 11 words · 7.8 Considerations towards reflective practice
Arday: to study their teaching and become better at teaching over time’.
Zwozdiak-Myers: to study their teaching and become better at teaching over time,
Control: 100 percent inside quotation marks in Arday.
[229] Arday p. 347 · Zwozdiak-Myers p. 265 · 15 words · 7.8 Considerations towards reflective practice
Arday: with an invaluable point of departure and means through which this intention might be realised
Zwozdiak-Myers: with an invaluable point of departure and means through which this intention might be realised.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[230] Arday p. 349 · Zwozdiak-Myers p. 267 · 10 words · 7.8 Considerations towards reflective practice
Arday: and identified as a key attribute of extended professionals (Stenhouse,
Zwozdiak-Myers: and identified as a key attribute of extended professionals (Stenhouse,
Control: shared citation: Eraut 1994, Stenhouse 1975.
[231] Arday p. 350 · Zwozdiak-Myers p. 270 · 13 words · 7.10 Recommendations for further research
Arday: context of action research, replication of this study is highly recommended. Replication with
Zwozdiak-Myers: context of action research, replication of this study is highly recommended. Replication with
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[232] Arday p. 350 · Zwozdiak-Myers p. 270-271 · 27 words · 7.10 Recommendations for further research
Arday: for comparison purposes. Replication in other subject areas can also add validity to these findings. A larger sample is suggested so that findings can be generalised. The
Zwozdiak-Myers: for comparison purposes. Replication in other subject areas can also add validity to these findings. A larger sample is suggested so that findings can be generalised. The
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[233] Arday p. 350 · Zwozdiak-Myers p. 271 · 12 words · 7.10 Recommendations for further research
Arday: was designed to capture pedagogical moments in the context of the student
Zwozdiak-Myers: was designed to capture pedagogical moments in the context of the student
Control: shared citation: Macdonald 2003.
[234] Arday p. 350 · Zwozdiak-Myers p. 271 · 10 words · 7.10 Recommendations for further research
Arday: MacDonald and Tinning, 2003). To that end, an exploration of their
Zwozdiak-Myers: Macdonald and Tinning, 2003: 89). To that end, an exploration of their
Control: shared citation: Macdonald 2003.
[235] Arday p. 351 · Zwozdiak-Myers p. 271 · 25 words · 7.10 Recommendations for further research
Arday: A shared understanding and cooperation between universities and schools is necessary for supporting the professional development of student teachers. Results of this study suggest there
Zwozdiak-Myers: A shared understanding and cooperation between universities and schools is necessary for supporting the professional development of student teachers. Results of this study suggest there
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[236] Arday p. 351 · Zwozdiak-Myers p. 271 · 18 words · 7.10 Recommendations for further research
Arday: which has the potential to influence the experiences of some student teachers. Thus, possible ways in which school-based
Zwozdiak-Myers: which has the potential to influence the experiences of some student teachers. Thus, possible ways in which school-based
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[237] Arday p. 352 · Zwozdiak-Myers p. 272 · 14 words · 7.13 Final Remarks
Arday: drawn from the findings of this study and relate to the research questions posed.
Zwozdiak-Myers: drawn from the findings of this study and relate to the research questions posed.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[238] Arday p. 352 · Zwozdiak-Myers p. 272 · 10 words · 7.13 Final Remarks
Arday: caution should be exercised concerning the generalisability of these conclusions,
Zwozdiak-Myers: Caution should be exercised concerning the generalisability of these conclusions
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[239] Arday p. 352 · Zwozdiak-Myers p. 272 · 11 words · 7.13 Final Remarks
Arday: student teachers. Few studies have examined how student teachers learn the
Zwozdiak-Myers: student teachers. Few studies have examined how student teachers learn the
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[240] Arday p. 353 · Zwozdiak-Myers p. 272 · 21 words · 7.13 Final Remarks
Arday: reflective practice, as defined in this study, can be situated at the heart of these learning processes. This research has therefore
Zwozdiak-Myers: Reflective practice, as defined in this study, can be situated at the heart of these learning processes. This research has therefore
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[241] Arday p. 353 · Zwozdiak-Myers p. 273 · 22 words · 7.13 Final Remarks
Arday: to the research currently available in educational literature, which focuses on the impact strategies used to develop reflective practice in student teachers,
Zwozdiak-Myers: to the research currently available in educational literature, which focuses on the impact strategies used to develop reflective practice in student teachers,
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[242] Arday p. 353 · Zwozdiak-Myers p. 273 · 11 words · 7.13 Final Remarks
Arday: influenced their capacity and commitment to: (1) study their own teaching for
Zwozdiak-Myers: influenced their capacity and commitment to: study their own teaching for
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[243] Arday p. 353 · Zwozdiak-Myers p. 273 · 13 words · 7.13 Final Remarks
Arday: critically reflect on their own teaching; and, (5) continue to improve their own teaching.
Zwozdiak-Myers: critically reflect on their own teaching; and, continue to improve their own teaching.
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
[244] Arday p. 353 · Zwozdiak-Myers p. 274 · 24 words · 7.13 Final Remarks
Arday: To this end, providing student teachers with an opportunity to engage in contextually focused research activity which enables them progressively to become more effective
Zwozdiak-Myers: To this end, providing student teachers with an opportunity to engage in contextually focused research activity which enables them progressively to become more effective
Control: none. Presented as Arday’s own prose with no citation shared with Zwozdiak-Myers at this point.
