Adapting Action Learning in the Legal Profession: The Role of the 'Provided' Problem

Autor/in	McDonald, Bernadette
Titel	Adapting Action Learning in the Legal Profession: The Role of the 'Provided' Problem
Quelle	In: Action Learning: Research and Practice, 18 (2021) 1, S.67-74 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McDonald, Bernadette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2021.1869176
Schlagwörter	Experiential Learning; Reflection; Questioning Techniques; Professional Continuing Education; Foreign Countries; Lawyers; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Befragungstechnik; Fragetechnik; Berufsfeldbezogener Unterricht; Weiterbildung; Ausland; Lawyer; Rechtsanwalt
Abstract	Action learning has evolved with multiple variants and a multiplicity of interpretations which have moved it away from Revans Classical Principles. This account of practice describes the use of an adapted action learning set within the legal profession with a specific focus on a 'provided' problem and collective reflective practice in the form of critical reflective questioning. Reformulating the classic action learning equation L (Learning) = P (Practice Knowledge) + Q (Questioning Insight) to L = P (Shared Experience of Practice) + (C)RQ (Critical Reflective Questioning), I reflect upon the way in which the participants engaged with this new approach and consider the adaptivity of action learning within professional legal practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01