Action learning in teacher education for teaching twenty-first-century thinking skills
Action Learning: Research and Practice, vol.17, no.3, pp.326-334, 2020 (ESCI, Scopus)
- Publication Type: Article / Article
- Volume: 17 Issue: 3
- Publication Date: 2020
- Doi Number: 10.1080/14767333.2020.1819611
- Journal Name: Action Learning: Research and Practice
- Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Business Source Elite, Business Source Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
- Page Numbers: pp.326-334
- Keywords: Action learning, teacher education, thinking skills teaching
- Hatay Mustafa Kemal University Affiliated: Yes
Abstract
This account of practice follows an action learning project that considered the contribution of the ‘L = P + Q + R’ formula to the teaching of thinking skills to 31 pre-service teachers in Turkey, including the risks in the process of AL. The participants were observed as exhibiting developments in learning (L) thinking skills through questioning (Q) and reflection (R). This study led me to an understanding of the potential risks related to the time allocated by the Action Learning Facilitator to the participants as well as to the small number of groups.