Action learning in teacher education for teaching twenty-first-century thinking skills

Sevda Dolapcioglu

Action Learning: Research and Practice, 2020, vol. 17, issue 3, 326-334

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.

Date: 2020
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DOI: 10.1080/14767333.2020.1819611

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