Action Learning in Schools Reframing teachers' professional learning and development

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dc.contributor.author Aubusson, PJ
dc.contributor.author Ewing, R
dc.contributor.author Hoban, G
dc.date.accessioned 2010-05-28T09:36:54Z
dc.date.issued 2009-01
dc.identifier.citation 2009, 1
dc.identifier.other A1 en_US
dc.identifier.uri http://hdl.handle.net/10453/7775
dc.description.abstract Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachersâ 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 authorsâ 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.
dc.publisher Routledge
dc.title Action Learning in Schools Reframing teachers' professional learning and development
dc.type Book
dc.journal.number en_US
dc.publocation London, UK en_US
dc.identifier.startpage en_US
dc.identifier.endpage en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 130313 Teacher Education and Professional Development of Educators
dc.personcode 011201
dc.percentage 100 en_US
dc.classification.name Teacher Education and Professional Development of Educators en_US
dc.classification.type FOR-08 en_US
dc.edition 1 en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords action learning, school change, professional learning, teacher learning, professional development, en_US
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change
utslib.copyright.status Closed Access
utslib.copyright.date 2015-04-15 12:17:09.805752+10
utslib.collection.history Closed (ID: 3)


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