Action Learning in Schools: Reframing teachers' professional learning and development
Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachers’ professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors’ research in school-based action learning.
Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors:
Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students.
What people are saying - Write a review
Chapter 2 Positioning action learning
Chapter 4 The dynamics of action learning
Chapter 5 Community
the academic partners role
Chapter 7 Gathering and learning from evidence
Chapter 8 Ethical action learning