Using action learning to support mobile pedagogies: the role of facilitation

Maher, D; Schuck, S

Using action learning to support mobile pedagogies: the role of facilitation

Maher, D

Schuck, S

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Publisher:: Informa UK Limited
Publication Type:: Journal Article
Citation:: Teacher Development, 2020, 24, (4), pp. 520-538
Issue Date:: 2020-08-07

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Field	Value	Language
dc.contributor.author	Maher, D https://orcid.org/0000-0002-3566-0805
dc.contributor.author	Schuck, S
dc.date.accessioned	2020-11-09T00:07:09Z
dc.date.available	2020-11-09T00:07:09Z
dc.date.issued	2020-08-07
dc.identifier.citation	Teacher Development, 2020, 24, (4), pp. 520-538
dc.identifier.issn	1366-4530
dc.identifier.issn	1747-5120
dc.identifier.uri	http://hdl.handle.net/10453/143854
dc.description.abstract	© 2020 Teacher Development. The rate of change in the use of digital technologies in schools means that professional learning regarding technology-enhanced learning is constantly required for school teachers. The focus of this article is on how an action learning (AL) approach supported the professional learning of teachers regarding adoption of mobile technologies in their teaching. In particular, the article investigates the role of facilitation in the action learning process and explores an AL process implemented at two schools, one a primary school and the other a secondary school. Drawing on qualitative methodology, a multi-site case study using observations, field notes and interviews was implemented to investigate the effectiveness of the AL approach. It was found that different kinds of facilitation were central to the success of the process, and that facilitation impacted on teacher agency. The article concludes with recommendations for action learning projects.
dc.language	en
dc.publisher	Informa UK Limited
dc.relation.ispartof	Teacher Development
dc.relation.isbasedon	10.1080/13664530.2020.1797864
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	1303 Specialist Studies in Education
dc.title	Using action learning to support mobile pedagogies: the role of facilitation
dc.type	Journal Article
utslib.citation.volume	24
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2022-02-07T00:00:00+1000Z
dc.date.updated	2020-11-09T00:07:04Z
pubs.issue	4
pubs.publication-status	Published
pubs.volume	24
utslib.citation.issue	4

Abstract:

© 2020 Teacher Development. The rate of change in the use of digital technologies in schools means that professional learning regarding technology-enhanced learning is constantly required for school teachers. The focus of this article is on how an action learning (AL) approach supported the professional learning of teachers regarding adoption of mobile technologies in their teaching. In particular, the article investigates the role of facilitation in the action learning process and explores an AL process implemented at two schools, one a primary school and the other a secondary school. Drawing on qualitative methodology, a multi-site case study using observations, field notes and interviews was implemented to investigate the effectiveness of the AL approach. It was found that different kinds of facilitation were central to the success of the process, and that facilitation impacted on teacher agency. The article concludes with recommendations for action learning projects.

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http://hdl.handle.net/10453/143854