Jiggery-pokery method

Last Wednesday (8 April) I was at UoW for the Research Students’ Seminar session .. and next Friday (17 April) I will be there again for the Colloquium.

The presentation was working with teacher knowledge -“Exploring the ways primary school teachers conceptualise authentic learning tasks in their classrooms” (Jessica Mantei)

Part of the presentation was spelling out ‘design-based research approach’ which appears to be the preferred mode for practice knowledge work (Tony Herrington, et al).

I am still working on understanding the relationship of this to reflective practice, or action research, or self-study, or mixed methods.

Here is how I see where Kressel fits into the picture for me:

The question of nomenclature I resolved in the end with iconoclasm: to go with my whirligig theoretical framework, I probably have a jiggery-pokery methodology.

For jiggery-pokery my current ‘best’ picture is:

and seeing this, this way, suggests it is time to do some more work on visualising …

talk about madness in my method!