Action Learning in Japan: Challenging Cultural Values

Autor/in	Hirose, Yayoi
Titel	Action Learning in Japan: Challenging Cultural Values
Quelle	In: Action Learning: Research and Practice, 19 (2022) 2, S.165-183 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2022.2047609
Schlagwörter	Active Learning; Asian Culture; Educational Environment; Foreign Countries; Cultural Differences; Questioning Techniques; Cultural Influences; Learning Processes; Cultural Awareness; Workplace Learning; Independent Study; Adult Learning; Teaching Methods; Cultural Context; Collectivism; Cognitive Style; Case Studies; Faculty Development; High School Teachers; Administrators; Organizations (Groups); Discussion (Teaching Technique); Teacher Attitudes; Administrator Attitudes; Business Administration; Japan + Suchen Sie Ihr Suchwort? Aktives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Kultureller Unterschied; Befragungstechnik; Fragetechnik; Cultural influence; Kultureinfluss; Learning process; Lernprozess; Cultural identity; Kulturelle Identität; Selbststudium; Adulte education; Adult training; Erwachsenenbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Case study; Fallstudie; Case Study; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Business economics; Betriebswirtschaft
Abstract	This study aims to address how practitioners successfully implement action learning in organizations with different cultural values. To effectively adopt action learning, Japanese learners need to learn questioning skills, as they have been brought up in an atmosphere that negates questioning. Using Kolb's learning model, this study aims to present the importance of paying attention to cultural values in participants' learning environments. Based on 23 interviews with Japanese participants and facilitators, the study proposes that for learners to acquire business skills generated in different cultures, facilitators need to set rules and consultations to support learners in challenging their conventional cultural assumptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01