Sentimental Education -- Learning from Action to Become an Action Learning Facilitator

Autor/in	Radke, Thomas
Titel	Sentimental Education -- Learning from Action to Become an Action Learning Facilitator
Quelle	In: Action Learning: Research and Practice, 20 (2023) 2, S.170-179 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2023.2218130
Schlagwörter	Experiential Learning; Facilitators (Individuals); Faculty Development; Critical Theory; Teaching Experience; Psychological Patterns; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Kritische Theorie; Ausland; Deutschland
Abstract	Inside the action learning community there are many very open accounts and considerations of specific challenges and general phenomena such as power, emotion, action and learning. 'Am I doing it right' (Pedler and Abbott 2008 ["Am I Doing it Right? Facilitating Action Learning for Service Improvement." "Leadership in Health Services" 21: 185-199]) is a key question for reflective practitioners, and they are invited to report experiences and 'produce theory from practice'. Despite all that information and reflection there is, from my perspective, a lack of information about how to become a facilitator. Even when looking back on their own early career challenges, such as Daniel Scott (2019a) ["Becoming a Midwife to Wisdom: A Retrospective Account of Practice of an Action Learning Facilitator, Action Learning." "Research and Practice" 16 (2): 151-158] most authors seem to be facilitators already, On my journey I identified some crucial experiences and conditions. These are highly individual and personal and they must, therefore, be actual, lived experiences. But I consider some of them to be generally applicable and believe they can help others when thinking about to become an action learning facilitator and/or to train action learning facilitators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01