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

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.

KEYWORDS:

• Action learning
• thinking skills teaching
• teacher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Note on the Contributor

Sevda Dolapcioglu is an assistant professor in the department of curriculum and instruction at Mustafa Kemal University in Hatay. Turkey. Her research focus includes teacher education, teachers’ thinking skills and teacher education programmes creative thinking, critical thinking, inquiry and reflection skills ongoing professional development through action research.