Enhancing Action Learning with Student Feedback

Autor/in	Hoban, Garry F.
Titel	Enhancing Action Learning with Student Feedback
Quelle	In: Action Learning: Research and Practice, 1 (2004) 2, S.203-218 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
Schlagwörter	Feedback (Response); Educational Principles; Experiential Learning; Science Teachers; Reflection; Secondary School Teachers; Interviews; Case Studies; Beliefs; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Bildungsprinzip; Experiental learning; Erfahrungsorientiertes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Belief; Glaube; Ausland; Australien
Abstract	Action learning is based on three educational principles--"reflection", "community", and "action"--that interrelate and reinforce each other to support ongoing learning about experiences in the workplace. This study explains how an action learning program established for a small group of science teachers in a secondary high school lasted for two years. In this study "feedback" in the form of student interviews about teaching and learning were introduced to the teacher discussions to enhance the process of action learning. The student feedback gave the teachers an alternative perspective on their experiences and were a catalyst for reflection that helped the teachers to sustain their learning over a period of two years. (Contains 3 tables, 1 figure and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10