Throughout ‘Module WBS3630 - Principles of Professional Inquiry’, I have engaged with my networks to enable
me to develop my professional questions, ethical considerations and
evaluation of the tools needed for my professional inquiry.
When
choosing the subject for my inquiry, sharing my initial professional questions
on my blog was an effective way of networking with other students who had
similar lines of inquiry (Task
4a). Reading and commenting on other’s professional questions;
especially Jo
Bradley, who I have offered and received continual support and advice
from; has proved an insightful tool in developing my own questions.
To
help with further engagement in my networks I formed a SIG entitled ‘Teaching Dance to
Young Children’ on Facebook; agreed by fellow BAPP students as the ‘ideal
wiki’ (Task 4b).
The SIG has been an excellent platform for me and the other members to discuss
each other’s inquiry topics; gain advice or critique; and link our blog posts
and other documents on a wiki (Facebook) which is accessed daily by the
majority of members. Subsequently feedback and responses have been considerably
faster.
My
initial proposed inquiry topic (Task
4c), was a useful way to start connecting with my other networks of
previous college peers, and professional dance teachers; adding depth to my
existing knowledge of my professional practice. However after starting a new
job, my line of inquiry developed further to encompass a more current topic I
was involved in (A change in direction …). After
discussing the topic and piloting initial questions on children’s movement
through my SIG; fellow students were very positive, agreeing that my proposed
inquiry would produce useful benefits.
In
order to develop the ethical considerations of my inquiry, I became aware of
the additions and differences between my own ethics (Task
5a), and the relevant official
codes of practice and regulations (Task
5b). Relating all these
ethical codes to the ‘Module Reader 5:
Professional Ethics’ (Task
5c), helped me to gain a better understanding of their importance, and
the validity they will bring to my inquiry. Through discussions with my networks
(comments on all Task 5 blog posts) I was referred to other ‘code of practice’
documents and further reading material on ethics (WBS 3630 Reader 5: Reading 3 [Doyle, D. 2007]), which have all
developed my ethical considerations in regards to my inquiry.
To
enable me to evaluate and decide on the tools needed for my professional
inquiry, I conducted a pilot interview, focus group and observation (Tools
of Professional Inquiry). This helped me to consider the limits and
merits of each tool; and by sharing my experiences with my networks, I was able
to gain further analysis of the tools, and suggestions for improvements (Task
6a). Partaking in other students inquiry tools (survey), has
given me the chance to experience the tools as a participant. Therefore I have
taken this into consideration when planning my use of inquiry tools (eg: are
the question’s clear; would I be intimated or pressured by the questions? etc…)
My
communication with the networks has been extremely useful in the planning of my
inquiry; and my engagement will continue in order to help and support me to carry
out the entirety of my study.
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