Professional Learning in Higher Education and Communities

Towards a New Vision for Action Research
2015. Auflage 2015
ISBN: 978-1-137-45517-8
Verlag: Palgrave MacMillan UK

Buch, Englisch, 312 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 4974 g

By integrating neuroscience and social science, this book introduces a bold new vision of Participatory Action Learning and Action Research (PALAR). The authors explain and enhance the art of action research through PALAR as a philosophy, methodology and theory of learning and as a facilitation process for professional learning and social justice.

Zielgruppe

Research

Autoren/Hrsg.

Zuber-Skerritt, O.

Fletcher, M.

Kearney, J.

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Biologische Psychologie, Neuropsychologie

Inhaltsverzeichnis

PART I: PROFESSIONAL LEARNING THROUGH CRITICAL REFLECTION 1. Conceptual Framework 2. Professional Learning 3. Critical Reflection 4. Action Research PART II: CASE STUDIES IN HIGHER EDUCATION AND COMMUNITIES 5. Professional Learning with Academics: Case Studies from South Africa 6. Professional Learning with Community Leaders: Case Studies from Six African Countries 7. Professional Learning through University-Community Partnerships in Australia PART III: IMPLICATIONS AND CONCLUSIONS 8. Professional Learning through an Action Research Thesis 9. Conclusions and Critical Reflections

Über Autor(innen)

Ortrun Zuber-Skerritt is Professor Extraordinaire, North West University, South Africa. Her previous books include Lifelong Action Learning for Community Development (2013) with Richard Teare, and Action Research for Sustainable Development in a Turbulent World (2012).
 
Margaret Fletcher has been working as an educator for 40 years and her research and publications focus on best practice in teaching, learning and change facilitation with an emphasis on using action research methods to explore innovative and transformative solutions to complex problems.
 
Judith Kearney is Director of Community Partnerships at the School of Education and Professional Studies, Griffith University, Australia.