NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ820141
Record Type: Journal
Publication Date: 2005-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1476-7333
Connecting Initial Teacher Education and Continuing Professional Learning through Action Research and Action Learning
Penney, Dawn; Leggett, Bridget
Action Learning: Research and Practice, v2 n2 p153-169 Sep 2005
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. (Contains 2 figures, 1 table and 7 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia