Action Learning: How Can It Contribute to a Collaborative Process of Pedagogical Action Research?

Autor/inn/en	O'Siochru, Cathal; Norton, Lin; Pilkington, Ruth; Parr, Elizabeth; Anderson, Babs; Maslen, Joseph
Titel	Action Learning: How Can It Contribute to a Collaborative Process of Pedagogical Action Research?
Quelle	In: Educational Action Research, 29 (2021) 2, S.191-205 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parr, Elizabeth) ORCID (Anderson, Babs)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1850495
Schlagwörter	Experiential Learning; Action Research; Participatory Research; College Faculty; Communities of Practice; Reflective Teaching; Faculty Development; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Projektforschung; Forschungstätigkeit; Fakultät; Community; Ausland; Großbritannien
Abstract	This paper explores the processes and outcomes of an action research project, which utilised action learning sets to explore the experiences of a community of academics, who promote pedagogical enhancement in a UK university. Five academics acted as participant action researchers in a longitudinal study exploring the issues they face within their community of practice. Action learning sets were used as the forum through which the participants could discuss the issues they face. The result is an interwoven fabric of action learning and action research, with participants utilizing their reflections on the action research process itself as a catalyst to achieve greater insight into the issues they sought to address through their action learning. This paper explores the themes that emerged from these reflections: choosing between seeking 'solutions' versus promoting discussion in the action learning sets, the complementarity of action research and action learning, the challenges of a collective mode of inquiry. Ultimately, we offer up the process of incorporating action learning sets within an action research project as a participatory approach that can engage colleagues in different roles to reflect on pedagogical practice. Our findings demonstrate both the potential benefits and challenges inherent in combining action learning and action research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01