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• W179634759 abstract "In this presentation, the authors share a model of professional development applying action learning, building theories of action into action theories of change. Communal professional development experiences that are actioned on site and evaluated over time offer ways to transform learning cultures through activity and reflection. Drawing on comparative case research methods, the authors use two illustrative examples to demonstrate how action learning offers members of a learning culture ways to make sense of change in the light of their own experience and professional needs. Discussion will centre on managing change demands from institutions, learning communities and individuals where communally understood ways of action enrich an evolving learning culture. Application to other learning cultures and possibilities for professional development will be explored. Introduction The authors share a model of professional development grounded in work experiences shared with practitioners in education. They present a view of professional learning that is embedded in interactions between cognitive and social experiences of two teaching communities (Valsiner & van de Veer, 2000) where action learning methods bring together practical knowledge and pedagogy. Drawing on the work of Connelly and Clandinin (2000), we have defined practical knowledge as the personal knowledge that teachers apply to their professional practice when drawing on past and present experiences to guide future plans. While personal, practical knowledge is the informing basis for teacher goal setting and pedagogy, recent professional development initiatives promoted by Education Queensland emphasise the need for collective reform at a whole school or community level (see Education Queensland 2000a; 2000b). This paper accounts for our exploration of this nexus in two projects. Background: Researching professional development as theories of action Factors that contribute to the development of teacher knowledge and change in teacher practice reported in the professional development literature include the (a) importance of the self-actualisation of teachers as researchers and teachers taking control of their learning needs (Sachs, 1997); (b) potency of critical reflection in practice (Freese, 1999); (c) need for multiple opportunities to engage with theory and practice of reflection within the context of one’s own work environment (Billett, 2001, Eraut, 1985, Greeno, 1997); (d) social basis of learning and the role of community in supporting that learning (Cochran-Smith & Lyttle, 1999); and (e) utility of approaches to action-based research as a form of inquiry (Johnson & Scull, 1999). The professional learning model proposed here is based on the work of Fletcher (2002, 2003) and integrates these factors through incorporating a “situated” view of knowledge construction (Greeno, 1997). Our model describes growth that happens on site and for all participants. It is co-constructive (Valsiner, 1994); teachers and university staff build the features of the change environment collaboratively and" @default.
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• W179634759 date "2003-01-01" @default.
• W179634759 modified "2023-09-24" @default.
• W179634759 title "Enriching Learning Cultures Through Action Learning" @default.
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