Title

Connecting initial teacher education and continuing professional learning though action research and action learning

Document Type

Journal Article

Publisher

Routledge, Taylor and Francis

Faculty

Community Services, Education and Social Sciences

School

Education, Centre for Schooling and Learning Technologies

RAS ID

3857

Comments

Originally published as: 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. Original article available here

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

Access Rights

free_to_read

 

Link to publisher version (DOI)

10.1080/14767330500206839