Doing action research in organizations: Using communicative spaces to facilitate (transformative) professional learning

被引:17
作者
Eady, Sandra [1 ]
Drew, Valerie [2 ]
Smith, Annetta [3 ]
机构
[1] Univ Stirling, Stirling FK9 4LA, Scotland
[2] Univ Stirling, Sch Educ, Educ & Leadership, Stirling FK9 4LA, Scotland
[3] Univ Stirling, Sch Hlth Sci, Western Isles, Scotland
关键词
Professional learning; dilemmas; action research; transformative learning; communicative spaces; education and health;
D O I
10.1177/1476750314549078
中图分类号
C93 [管理学];
学科分类号
12 ; 1201 ; 1202 ; 120202 ;
摘要
This paper considers the nature of professional learning arising through the processes of carrying out action research in professional organizations. It suggests that communicative space opened up outside of the professional context can lead to unanticipated professional learning. Such learning could be considered transformative in the way it leads professionals to reframe their understanding of the dilemma arising from doing action research. To illustrate this, two cases are presented to show the pivotal role university tutors can play not only in the way they create and maintain communicative space but also in the way they purposefully employ strategies to interrupt and challenge viewpoints, assumptions and practices held by professionals doing action research, enabling professional learning to become transformative.
引用
收藏
页码:105 / 122
页数:18
相关论文
共 48 条
  • [1] [Anonymous], 2001, HEALTH TECHNOL ASSES
  • [2] [Anonymous], 2018, PRACT LIST SIZ GEND
  • [3] [Anonymous], 2012, Standards for Registration
  • [4] [Anonymous], SUPP PEOPL LONG TERM
  • [5] [Anonymous], THEORY PRACTICE INCR
  • [6] The paradox of participation in action research
    Arieli, Daniella
    Friedman, Victor J.
    Agbaria, Kamil
    [J]. ACTION RESEARCH, 2009, 7 (03) : 263 - 290
  • [7] Bolton G. E. J., 2018, Reflective Practice: Writing and Professional Development
  • [8] Brookfield SD., 2010, Radicalizing learning: Adult education for a just world
  • [9] Carr W., 1986, BECOMING CRITICAL ED
  • [10] Coghlan D., 2009, DOING ACTION RES YOU