Action Learning in Schools

Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachers’ professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors’ research in school-based action learning. Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors: <ul>
<li>provide practical advice on how to initiate and sustain action learning;</li> <li>explain the interaction between action learning, teacher development, professional learning, community building, leadership and change; and</li> <li>illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost.</li> </ul>
Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students.

Education & Teaching

Ewing, Robyn

Aubusson, Peter

Hoban, Garry

Schools & Teaching

Routledge

Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachers’ professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors’ research in school-based action learning.  Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors:   provide practical advice on how to initiate and sustain action learning;   explain the interaction between action learning, teacher development, professional learning, community building, leadership and change; and   illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost.  Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students.

This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies.  It explains futures methods, including scenario development and backcasting, and illustrates them with examples of research in science, technology and mathematics education contexts. By allowing the long-term influence of current trends to be considered and providing an opportunity to reflect on the present and imagine the future, scenarios provoke discussion on the directions that teacher education might take now. The book offers insights into the possibilities that might exist for teacher education futures and into how scenario building and planning can be used to inform debates about the present. Further, it suggests ways in which readers can influence the future of teacher education through understanding the drivers of change.

Uncertainty in Teacher Education Futures: Scenarios, Politics and STEM

Business & Money

Schuck, Sandy

Burden, Kevin

Brindley, Sue

Job Hunting & Careers

Springer

See the best price to sell, buy, or rent books by Aubusson, Peter. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Aubusson, Peter