Critical action learning: a method or strategy for peer supervision of coaching practice

This paper deals with the on-going practice of a critical action learning set who come together to meet their needs for coaching supervision as a group of executive coaches working from, and within, the University sector in South Wales. The reasons for the successes of, and the challenges around, this practice of four years standing have been articulated using an academic backdrop. The use of multi-factorial supervision has been heralded as being able to give a more rounded form of supervision which, despite its challenges, has, in this example, stood the test of time. Further data are required to try to understand if this form of supervision provides better coaching to the executive field in South Wales and beyond, and what can be learnt from the practice of supervision in general.     

Following the action in action learning: towards ethnomethodological studies of (critical) action learning

Action learning is a pedagogical practice that helps participants learn by talking about their workplace action with fellow participants (‘comrades in adversity’) in their action learning set. This paper raises questions about the action in action learning, such as: how do members of an action learning set learn from and through each other? How do they learn through their developing conversation and interaction?

To answer such questions, I argue that, ‘ethnomethodology’ (the study of ‘member's methods’ or ‘folk methods’ for doing any kind of practical action) is useful for showing the intricacy of the practical learning process in action learning, as in learning in action, more generally. The paper illustrates the conversational and interactional work of members doing things and learning together in action (for example discovering things in science and in board meetings); and argues that this approach may also be used to study action learning in practice.     

Critical Students: breakthroughs in learning

ABSTRACT

Alienative learning is a common feature in schools. Approaches aiming to combat it, such as child‐centred progressivism or critical pedagogy, do not appear to have been very productive as yet in the empowerment of students. Alienative learning, in fact, seems set to increase in the drift to intensification. This paper takes a different approach, seeking to identify instances of empowerment that have actually occurred, and examining their properties. Examples include moments or periods of profound insight; the cultivation of marginality; positive trauma; communitas; and social outrage. These are all potentially radicalising states. Among the factors for achieving breakthroughs is the use of pupils as ‘critical others’. An example is given involving some children with special needs, wherein the learning and development of all, including teachers, was enhanced.     

英语研究性学习中的批判性思维

研究性学习要求学习主体充分发挥观察力、注意力、记忆力、思维力和想象力来获取信息和知识,其中批判性思维起到导向作用,可见,研究性学习与批判性思维的培养密切相关,而且两者结合得十分自然和谐.研究性学习离不开批判性思维,离开了批判,就无从开展研究.批判性思维的培养,尤其就外语专业学生而言,更离不开研究性学习,在研究中学语言,在学语言中发现问题,在研究问题中培养思辨能力,从而使外语专业的学生成为具备高级思辨能力的有用人才.     

Critical incident-based computer supported collaborative learning

Practitioners are regularly confronted with significant events which present them with learning opportunities, and yet many are unable to recognise the learning opportunity these significant events present. The ability to recognise a learning opportunity in the workplace and learn from it, is a higher-order cognitive skill which instructors should be seeking to develop in learners. The study reported in this paper developed, implemented and evaluated the efficacy of a model of teaching and learning which embodied the essence of this focus, which is entitled Critical Incident-Based Computer Supported Collaborative Learning (CI-CSCL) and it is driven by the premise that much greater benefit can be derived from the experiences of practitioners in authentic environments by enabling them to share their individual learning experiences among the student cohort. The study was carried out within a course in the Post-Registration Nursing (RN) degree program at the University of Southern Queensland in AUSTRALIA.Data reported in this paper was drawn from two sources; (a) students' reflections on critical incidents; and (b) a semi-structured evaluation. The reflections were examined for attributes we were attempting to engender in learners with our model of learning. The semi-structured evaluation sought open-ended responses. The analyses of data collected showed evidence of participants: seeking and offering comments; reflecting on critical incidents; describing what happened and assessing their own actions; making the connection between theory and practice; identifying and defining problems; and adopting a more structured and systematic approach to problem solving.     

Connecting initial teacher education and continuing professional learning through action research and action learning

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.     

Linking action learning and inter-organisational learning: the learning journey approach

The article presents and illustrates the learning journey (LJ) – a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of practitioners from 6 to 8 organisations, the LJ visits each of the organisations to explore management practices, taking into account their particular organisational context and challenges. Following a sequence of (a) becoming aware of the particular organisational context, (b) learning about established management practices and (c) working on a current challenge as ‘comrades in adversity’, the article introduces and illustrates the LJ approach. The article closes with a discussion of the approach's challenges and implications for research on – and development of – inter-organisational learning processes.     

Critical physics agency: further unraveling the intersections of subject matter knowledge, learning, and taking action

In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality to understand science learning.

Incorporating a transformational learning perspective in action learning sets

A field study focused on learning capabilities within action learning sets was used to evaluate potential opportunities between action learning and transformational learning. The use of action learning as a methodology for the acquisition, sharing and transfer of information while integrating an added perspective for transformational learning within the action learning set was investigated. There could be occurrences of transformation within action learning and critical action learning sets. However, there could be the added possibility of using action learning as a potential vehicle for an enhanced or more specific focus on transformational learning. It is useful to explore this potential, especially when there is an increased awareness regarding associations between action learning and transformational learning. Within such learning environments, there could also be the increased potential for outcomes that transform an individual, group or organization. The use of transformational elements based on discussions and resulting themes that occur within action learning sessions are discussed with the aim of encouraging personal development, enhancing skills and engaging in adult learning that could lead to organizational development. Recommendations for these environments are also presented.     

Critical action research: the Achievement Group

Critical action research is contextualized in a low socioeconomic, multicultural urban school in Auckland, New Zealand. The writers are a university lecturer (mentor) and a school principal (critical action researcher). The research was part of a meta project which aimed to raise the achievement of Māori (indigenous) students. Research processes incorporated Freirean dialogical processes, cross cultural learning and teacher professional development. The research outcomes for students are critically examined.     

Enhancing postgraduate learning and development: a participatory action learning and action research approach through conferences

As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large.