Critical Reflection of Module 2 - Principles of Professional Inquiry

For me, module 2 created a sense of focused direction, further opening up my identity as a professional, while introducing new tools and methods implemental to my progression.

Developing lines of professional inquiry
The combined study of Reader 4 and group discussion alongside my BAPP course peers really helped me unpack the complexity of ‘a question’. Reader 4 highlighted the links between work based learning and learning at the work place to be two very different concepts that, when combining the two techniques, allow us to observe a greater spectrum of knowledge from differing angles. This theory grasped me in its idea of intertwining our different disciplinary’s - for example; teaching dance demands the understanding of education, yet requires knowledge of the arts - a term described by Kreber as 'trans disciplinary'. When discussing these theories I was able to understand further the elaboration and guidelines involved within the craft of question asking. Though it took me some time to gain a sense of control over my inquiring mind, by opening up my thoughts and engaging with my relevant SIG’s, I was able to notice the growth in structure to my inquiry, and confidence in my focus.

Professional ethics
This is a topic of which I had never fully taken into consideration, while I have always had performance etiquette I realised that being aware of the word and completely understanding its meaning in relation to myself and my own practice to be two very different things. Reader 5 taught me the many subdivisions, values and theories this concept entails, all of which we have an opinion on and adhere to. Yet I feel without actually thinking and applying the term fully to myself, my inquiry at the least could portray a lack of informed principle and knowledge. Looking at how I develop my outlook on ethics throughout my blog I can see how they evolve from a list of rules to a more complex idea of a moralistic approach, showing a greater understanding of my own practice and further forming a more ethical framework to my own inquiry.

Tools of professional inquiry
A key concept I learnt here was the common distinction in research between quantitative and qualitative data, very much dependent on the direction and intention of particular questions. Piloting the differing tools shed light on this in the success of my findings relevant to my inquiry, further showing support for the theory of Bell (2002) when he says ‘the approach to your research will depend on the nature on your inquiry’. I summarised this section in my decision to employ the methods of focus groups and interviews to further my inquiry as these provided me with a more in depth, qualitative explanation. I found the relaxed and informative nature of these processes allowed for the participants to really explore their own ideas and opinions, enabling me to acquire the most profound form of data and knowledge, essential in furthering my own investigation.

To conclude, I feel that module 2 has catapulted my learning and my ability to analyse, reflect and present in a thought provoking yet beneficial manner. Having built upon the initial wooly identification of my professional practice in module 1, I have now been able to form my established line of inquiry, the ethics that surround it and the tools to facilitate my research, with the confidence to execute my interests successfully.