Summary
Contents
Subject index
With the increasing emphasis on continuing professional development for teachers and all educational practitioners, the use of portfolios to plan, chart, and review professional development is now widespread. Drawing directly from their experience of developing portfolios and portfolio-based assessment, and from current research, this book enables the reader to design and plan a portfolio, chart and analyze relevant professional experiences, reflect critically on practice, assess performance against standards and competences frameworks, present evidence of practice and achievements, and plan their continuing professional development. There are also chapter objectives, key questions and tasks in every chapter, which adds to the practical focus of the book.
Action Learning
Action Learning
This chapter sets out to describe what action learning means in a professional context and why, as a holistic process of professional enquiry, it is particularly significant to your development and building your professional portfolio. It goes on to illustrate various types of action learning from the informal to the formal. Lastly it indicates how the evidence generated by action learning can help you to build your portfolio.
Key ideas
- Action learning
- Professional enquiry
- Trial and error
- Action learning cycles
- Action research
- Project management
Learning Through Action
Action learning is an important idea in the exploration of the development of professional practitioners. In using the expression ‘action learning’ we do not mean learning from such actions as attending a course or going on a visit to another establishment. What we mean ...
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