A living educational theory research approach to continuing educational, professional development

An argument for adopting a Living Educational Theory Research approach to the process of continuing educational, professional development is presented. A living-educational-theory (a term coined by Whitehead by 1989) is the valid, values-laden and evidence-based explanation of the practitioner for their educational influence in their own learning, in the learning of others and in the learning of social formations. An educational-practitioner develops their living-educational-theory research methodology as they research into their practice to understand and improve it and to generate valid accounts of their living-educational-theory. A Living Educational Theory Research approach to professional development has been used to enhance professionalism in diverse fields of practice and cultural contexts over many years. Examples are given of the difference adopting a Living Educational Theory Research approach has made to improve educational and professional practice. The difference is focused on realising professional educational responsibilities to contribute to the knowledgebase of education and a global educational knowledgebase for the flourishing of Humanity. The difference is also grounded in practitioners accepting their educational responsibilities for living their values as fully as possible and for sharing the knowledge they are creating. Examples drawn from India, England, South Africa, Pakistan and Bangladesh serve to emphasise the global influence of a Living Educational Theory Research approach to continuing, educational professional development.