Critical reflection on
Professional Practitioner Inquiry
In the last few months
I have explored three areas (module 2) which will help me with module 3 (the
actual inquiry). I have also explored these areas within my professional
practice.
Developing
Lines of Professional Inquiry
In
the developments of the lines of professional inquiry, I wrote out a set of
questions that I thought related to what I wanted to inquire about. I wrote out
3 lots of questions and the third set of questions really spoke the beginning
of my inquiry plan into motion (Appendix A). The inquiry I wanted to find out
was ‘To
study the performance teachings with Razzamataz & other performance schools
for children’. I created an SIG (special interest group) on Facebook (Appendix
B), but found that there no conversations. I then joined LinkedIn, but nothing
arose from this (Appendix C). I found that speaking with those outside of my university
network was more effective to my inquiry plan.
I found
that reading the material in Dench, Judi 2010 ‘Judi Dench and Furthermore’ was helpful
with the developments of my plan. It showed her experiences with her
performance education, finding work, and how she feels about directing to being
a professional. In order for me to be able to have a factual inquiry, I
realised that I can’t do things on half measures. I have to look at both sides
to the curriculum at Sylvia Young and I have to look at the different class
groups at Razzamataz.
Having
looked at both the business side and the curriculum, I realised that my inquiry
would be too broad and I would need to be more specific. I chose to do the
curricular side only because it was more important and I had more of a mystery
to explore.
Professional Ethics
With the
ethics of both schools I found that I knew more about the Razzamataz ethics and
code of conduct than I did for Sylvia Young (Appendix D). The ethics were
different for each school, and the ethics were what the principals or the
founders of the schools wrote, so they could be right and/or wrong. After
reading a friend’s critical reflection (Appendix E) I realised that I had to
read the data protection act because I am going to interview people and such,
so I needed to know what I can do and what I cannot do.
Tools of Inquiry
In order
to figure out what tools I should use, I formulated a pilot survey, and a pilot
interview. I found that in the tools above I would only need one, the
interview. (See Appendix A) I did my first interview already (See Appendix A).
The second is yet to be done. I used ‘Survey Monkey’ for my survey (which is
not needed), and I will be speaking to my colleagues and to Sylvia Young for my
focus group.
This
inquiry will develop my knowledge in my professional practice and preparation
for my future career in teaching.
