Luke Ford

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.