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1.
Jane Rand 《Action Learning: Research and Practice》2013,10(3):230-243
This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. “Action Learning and Organisation Development: Overlapping Fields of Practice.” Action Learning: Research and Practice 8 (2): 93–102] article, which explored the relationship(s) between AL and organisation development, a case is made that AL and CGT are powerfully overlapping fields of practice. An account of practice is included to provide a contextual explanation of the ‘overlap’, and a new methodological praxeology is proposed to the field of practice/practitioner-focused research. 相似文献
2.
This is an account of practice. It explores the meeting point between action learning and action research, as a way of doing capacity building in organisational development (OD) in the NHS in the UK. The authors were part of a short cooperative inquiry (Heron, J. 1996. Co-operative Inquiry: Research into the Human Condition. London: Sage). The research found that it was vital in such challenging environments as the current NHS scene to have a ‘safe place to stay sharp.' They outline here what the qualities of such a space might be for themselves, and, following the notion of parallel process (what we experience may be symptomatic of the wider system), for other OD practitioners in the NHS. 相似文献
3.
教育学的行动与体验 总被引：3，自引：2，他引：1
徐学莹 《广西师范大学学报(哲学社会科学版)》2008,44(6)
教育学的行动是教育学改革的探索与实践;教育学的体验是教育学的教与学及其研究的活动过程与认识过程。教育学的行动与体验对于密切教育学与生活的联系、沟通理论与实践、改变教育学的学习方式,使教师与学生在教育学的学习过程中共同成为研究者、构建师生的交往与互动、造就有意义的教育过程与结果等方面具有重要的意义与价值。 相似文献
4.
当代终身学习概念的本质特征及其理论发展的国际动向 总被引：11，自引：0，他引：11
近年来终身学习的概念逐渐受到社会各界的关注，那么何谓终身学习?终身教育和终身学习理念所蕴藏的基本内涵又有什么不同?为什么围绕同一个概念会出现两种不同的表述?终身教育的地位又为何有逐渐被终身学习所取代的趋向?关于这一问题目前仍还处在一种较为模糊的认识状态。而对基本概念的理解和认识不清，则将在很大程度上影响了上述理念对实践所产生的指导作用。因此对终身学习与终身教育的关系及其蕴涵于概念之中的本质特征作一番梳理和研究则实属必要。 相似文献
5.
素养作为预期的学习结果,其实质是作为知识运用的能力。这一能力蕴含理论与实践、知与行、理智与道德的统一。可见,素养与知识之间并非是两个实体,素养甚至是知识实践性、情境性等的时代彰显与另一种表达。两者作为预期学习结果的连续体,是一体化的共生关系。知识与素养关系的生成性旨在澄明两者间具身、情境与实践等关系特征。实体性与生成性之间的方法论原则旨在丰富知识与素养内涵的理解、理解两者关系的复杂性以及澄清化知识为素养的机理。 相似文献
6.
探究素养发展的教学认识论,旨在澄明知识与素养的关系及其转化的认识论原理与教学机制。素养作为道德性运用知识解决复杂问题的能力,这一学习结果基于知识并超越知识,诉求于学习者能够在复杂情境中开展道德性的知识迁移与运用。可见,实践性是素养的本质特征,内蕴知与行、理智与德性统一的认识论意义。这一本质特征诉求于教学认识论应处理好“学”与“用”的一体化关系。传统教学认识论虽然一贯倡导“学以致用”,但由于理性主义知识观的钳制,在处理知与行、“学”与“用”的关系问题上深陷先后论、工具论、机械论等二元论困境。二元论的症结不仅割裂了“学”与“用”内在的一体性,而且难以确保学习者所获学习结果的实践性。“用以致学”通过调整“学”与“用”的位次关系,旨在重估行动、实践的认识论意义,进而更好地促进“学以致用”。“用以致学”作为实践取向的教学认识论不仅勾勒出化知识为素养的教学机理,同时还体现了现代认识论研究实践转向的趋势、学习科学的最新进展以及中国文化内蕴的力行认识论传统等依据。 相似文献
7.
Following on from the article ‘Building Capacity in Social Care: An Evaluation of a National Programme of Action Learning Facilitator Development’ (Abbott, C., L. Burtney, and C. Wall. 2013. Action Learning: Research & Practice 10 (2): 168–177), this article describes how action learning is being introduced in Cornwall Council, UK and explores the relationship between social work and action learning in practice. In essence social work needs to perform well and achieve positive outcomes for users of its services. Cornwall Council's Children's Social Work and Psychology Services is introducing action learning for professionals as a new approach to practice. 相似文献
8.
拓展性学习的概念与理论是由芬兰学者恩格斯托姆最早提出的,是“文化-历史”活动理论在实践中的应用与发展。作为一种具有变革意义的学习范式,拓展性学习对传统学习模式进行反思与批判的基础上,从学习的目的、主体、内容、过程以及结果等方面颠覆了对学习的传统理解与认知,并认为学习的本质是“将一个简单的观念拓展成为一个复杂的活动目标或者形成一种新的实践形式”。拓展性学习的本质与内涵揭示了概念形成及演化与拓展性学习活动及实践之间的关系。这种关系体现在拓展性学习的过程中,即拓展性学习总是要经历从“质疑→分析→建模→检验→实施→反思→固化”的循环。作为拓展性学习理论的进一步发展,从行动与反思两个维度,拓展性学习中的概念转化可以划分为直觉感知、解释说明、归纳整合、制度化四个阶段。这对于我们深入认识拓展性学习理论和丰富现代学习理论具有一定的启示。 相似文献
9.
《Studies in Continuing Education》2013,35(2):309-326
This paper examines how identity and learning are constituted and transformed at work. Its central concern is how individuals engage agentically in and learn through workplace practices, and in ways that transform work. Drawing upon recent research into work and participation in workplaces, the negotiated and contested relationship between workplace practices and individuals' identity and intentionality, and learning is illuminated and discussed. For instance, aged care workers and coal miners acquire work injuries that are almost emblematic of their work identity. Only particularly dramatic events (i.e. serious illness or workplace accidents) wholly transform their identity and views about work practice—their subjectivities. However, it is through the agentic actions of these individuals that workplace practices can be transformed. Yet individuals' agentic action is not necessarily directed to the abstracted and de‐contextualized economic and civic goals privileged in lifelong learning policies. Instead, there is relational interdependency between the individual and work that can act to sustain or transform both self and their work. Individuals' agentic action is exercised within these relations in ways directed by their subjectivities. So these relations and that agentic action have policy and practice implications for the conduct of work and learning through and for work. 相似文献
10.
11.
Reconciling market requirements and operations resources: an opportunity for action learning 总被引：1，自引：1，他引：0
This article brings together the fields of action learning and operations strategy. It presents a case of action learning focused on strategic operations improvement in the extended manufacturing enterprise. As the third article in the set of explorations in this journal within the fields of action learning, operations strategy and collaborative improvement, it steps inside an inter-organisational action learning programme and exploits an operations strategy perspective on the improvement process and outcome. Through distinguishing between puzzles and problems, the article extends the scope of the operations improvement cycle and illustrates how the action learning approach can accommodate and enable engagement with the issues in potentially insightful practical and theoretical ways. 相似文献
12.
Business Driven Action Learning (BDAL), as a learning philosophy that attempts to create real value for business is often used by executive education providers in their management development programmes. As the action learning facilitator, I found that the learning that took place during such a management development programme resulted in participants experiencing stress, anxiety and high levels of frustration, which threatened the learning process. The resulting paradox in the learning environment is that the same anxiety that is necessary to ensure that learning took place has the propensity, if too high to hamper learning. Utilising the findings from this research, this account of practice makes recommendations for the action learning facilitator to consider while guiding action learning sets (groups). The facilitator can alleviate many of the fears by emphasising that anxiety is necessary in the learning process. The facilitator can mediate the learning relationship between the individual participant and the learning environment as depicted in the model at the end of the article. 相似文献
13.
Reflections on working with critical action learning 总被引：1，自引：3，他引：1
Critical action learning engages participants in a process of drawing from critical perspectives to make connections between their learning and work experiences, to understand and change interpersonal and organisational practices. But what does this mean in practice? How can critical action learning be expedited? What outcomes can critical action learning have for participants, and can the hopes for critical action learning be fulfilled? The intentions of this paper are to contribute reflections of our empirical experience on working with critical action learning in management development. 相似文献
14.
Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in Ireland. The programmes adopt an action learning methodology. Action learning supports a reflective culture for the executive learners and an enriched understanding of their workplace. The challenges associated with action learning are explored. The understanding of best practice in the facilitation of action learning for executive learners is enriched for practitioners and academics. The use of narrative structuring provides an insight into the reality of action learning for executive learners. If action learning is to be successfully integrated into executive education, then there needs to be high levels of communication, commitment and trust between the executive learners; academics and external contributors. 相似文献
15.
David Perkins 《Mind, Brain, and Education》2009,3(3):170-175
What does contemporary neuroscience offer educational practice? The promise seems immense, as we come to understand better how the brain learns. However, critics caution that only a few concrete implications for practice have emerged, nowhere near a rewrite of the craft of teaching and learning. How then can we understand better the relationship between neuroscience and educational practice? It is argued here that to speak to the classroom neuroscience has to shout across two gaps. The first and most familiar are different levels of explanation. The second concerns the epistemological contrast between explanation theories and action theories, roughly the contrast between basic science on the one hand and engineering science and craft on the other. Just as we do not expect Newton's laws in their fundamental generality to deliver specific designs for pocket watches and grandfather clocks, neither should we expect fundamental neuroscience to radically redesign particular practices of teaching and learning grounded in educational research and experience. 相似文献
16.
Ortrun Zuber-Skerritt 《Educational Action Research》2018,26(4):513-532
The purpose of this article is to provide an educational, theoretical, and methodological framework for using a special kind of action research, namely PALAR (participatory action learning and action research). This integrated methodology of lifelong action learning (AL) and participatory action research (PAR) has been developed over the past 25 years. It has been proven to be an effective approach to individual, professional, organizational, community (and generally practice) development. PALAR can be instrumental in pursuit of social justice and is well suited for both experienced and beginning researchers interested in researching and improving their own practice. The article illustrates with case examples how this framework has been put into practice for various programs in a variety of fields and countries. The PALAR framework is the basis for a generic program design, structure, and content, and for processes of learning, teaching, assessment, evaluation, and leadership development. It is a systemic and systematic program on how to design, justify, conduct, evaluate, write, and publish research that is particularly useful for community or work-based theses at master’s, professional doctorate, and PhD levels. An original feature of this article is its comprehensive overview and summary of the theory and practice of PALAR for the first time, with references to further readings. 相似文献
17.
The authors of this article reflect on their experiences as facilitators of an action research network aiming to provide a context for participating schools to identify and address barriers to pupils' learning and participation. Within the network, action research is seen to have different meanings for individuals within and between schools in terms of the relationship between action, data and changes at the personal, group and institutional levels. In nearly all schools in the study, however, it importantly signifies a measure of autonomy over the direction of development, in an era of strongly imposed external agendas. The relationship between the action research process and the values associated with inclusion is explored with the use of school-level data, and interpreted through attention to the actions developing in the schools. Some of the consequences of these actions are described, both intentional and unintentional, and the possible significance of developing rhetoric within and between schools is suggested. The article concludes that action research as described in this network may sustain the development of more inclusive schools, by creating possibilities for critical reflection on the relationship between values and practice within the institution. 相似文献
18.
Action learning is based on the premise that action and learning are inextricably entwined and it is this potential, to enable action, which has contributed to the growth of action learning within education and management development programmes. However has this growth in action learning lead to an evolution or a dilution of Revan's classical Principles (RCP)? We illustrate, using examples from a case study organisation, how action learning enabled action but also how action learning supported some participants in avoiding conflict. We argue that key decision makers in the organisation are, often unacknowledged, part of the action learning process and that while the action learning sets enabled participants to practice questioning taken-for-granted-assumptions, this questioning needed to be extended and supported within wider communities. We also argue that critical theory can enhance action learning by enabling better questioning and we refocus attention on the need for ‘organizing insight’ (Vince, 2004). Finally we reemphasise the social aspect of critically reflective practice and in the spirit of engaging and extending the community of reflective practice we offer our reflections; opening a space for others to question and reflect extending further theory which illuminates the idea of action learning. 相似文献
19.
Richard Hale 《Action Learning: Research and Practice》2014,11(3):333-351
In the UK, the Civil Service Reform Plan is being implemented with urgency. This requires Civil Service departments and agencies to reform their structures and ways of working in order to deliver effective services in a climate of economic austerity and rapid social and technological change. Historically, Human Resource (HR) professionals have provided services based on the HR Business Partner model which has meant a focus on strategic and operational HR services. As part of these changes, HR managers and other professionals are now required to develop their capabilities in providing Organisation Development (OD) advice to their internal clients. In order to make this happen, the Civil Service's expert OD and Design Service launched an OD Capability Building programme and engaged OD specialists Mayvin to deliver it. The programme incorporates the postgraduate level-accredited Action Learning Question method developed by Dr Richard Hale called, in this context, OD Questions (ODQs). Participants on the OD Capability Building programme are required to complete an ODQ over a five- to six-month period. This entails scoping an OD challenge with key stakeholders, conducting some research and making recommendations for change or implementing such change. The participants work in ‘action learning sets’ and support each other with their problem solving and learning. A final report is written up by each participant leading to the award of postgraduate-level credits. Examples of ODQ areas include: How can I support a newly appointed Director General to align his team to address their challenges at a time of rapid change? How can I help my client department to improve employee engagement? How can I develop my own capability in working as a business partner and adding value alongside my client? 相似文献
20.
Sunyoung Park Ingu Kang Taryn R. Valencic Yonjoo Cho 《Action Learning: Research and Practice》2013,10(1):4-24
The purpose of this study was to examine the contexts in which action learning has been used and provide implications for the design of action learning programmes. We performed a content analysis of 127 articles (case studies and case reports included) published in Action Learning: Research and Practice between 2004 and 2012. In this study, we address the following research questions: (a) In what contexts has action learning been used? (b) What are the distinctive features of cases identified? (c) What are the implications for the design of action learning programmes? The results showed that the UK and European countries have most frequently used action learning, and the most dominant purposes for action learning were leadership development, organization development, and professional development. We also elaborated on design considerations and implications for action learning research and practice. 相似文献