Connecting initial teacher education and continuing professional learning though action research and action learning
Document Type
Journal Article
Publisher
Routledge - Taylor and Francis Group
Faculty
Faculty of Community Services, Education and Social Sciences
School
School of Education / Centre for Schooling and Learning Technologies
RAS ID
3857
Abstract
This paper reflects our commitments as teacher educators to develop the skills, knowledge and interests amongst ‘nearly qualified teachers’ to establish action learning as an integral part of their professional practice. We outline the development of an undergraduate unit that is endeavouring to achieve this at Edith Cowan University, Western Australia. Key principles and characteristics of action research and action learning are used as a framework for critical reflection on the unit. Attempting to provide learning experiences that adhere to these principles within the context of initial teacher education courses is identified as a challenging process. Planned developments in which we seek to enhance the extent to which teacher education can be seen to embrace and promote action research and action learning are discussed.
DOI
10.1080/14767330500206839
Comments
Penney, D., & Leggett, B. (2005). Connecting initial teacher education and continuing professional learning through action research and action learning. Action Learning: Research and Practice, 2(2), 153-169. Available here