Living Educational Theory as a Model of Continuing Professional Development

Abstract

Living educational theory is a paradigm for scientific research in the academic discipline of education in which a teacher theorises her/his own professional practice. Using a kind of action research, she/he reflects on her/his educational values, and on the practice-solutions which were developed therefrom. The outcome is a ‘living educational theory' which describes and explains her/his professional practice, with educational values as its elementary unit. The teacher substantiates this living educational theory by demonstrating how the educational values are embodied in her/his professional practice. As such, living education theory could be considered a model of continuing professional development. The purpose of this article, therefore, is to review living educational theory. It begins by tracing the origins of living educational theory. It then describes the characteristics of living educational theory. Finally, it discusses the criticisms of living educational theory.