Experiential learning theory, conversational learning, and seminar practices combine to shape an educational experience that is grounded in principles of appreciative inquiry.
Action research, which has been a frequently used research method recently, is considered a fruitful research approach used by academicians and teachers to obtain systematic and scholarly information, and to develop current applications in different fields of education. Generally considered as a qualitative research method, action research makes use of both qualitative and quantitative research techniques. Its primary purpose is to understand instructional processes, to manipulate the instruction and develop it further. Action research is also considered as a bridge between theory and practice in instructional endeavors which is conducted in a planned, organized and collaborative way involving teachers’ observing their own applications, scrutinizing on problems occurred during instruction and suggesting solutions for those problems. In the current study, general characteristics of action research are introduced and its significance in teacher training and professional development are provided. In addition, possible ways to integrate action research into the curriculum of Computer Education and Instructional Education Programs were discussed in line with the teacher training curriculum changes
suggested by the Higher Education Council in 2006. (Doç. Dr. Abdullah)
organizational learning and learning organization are sometimes used interchange ably. Organizational learning is a concept used to describe certain types of activity that take place in an organization while the learning organization refers to a partic...
... middle of paper ...
... process that is the focus of the empirical
portion of our research.
Most organizational learning theorists agree that organizational learning ultimately manifests itself through internal and external organizational actions that reflect the operationalization of changes in theory in use (Argyris 1977; Argyris and Schtn 1978; Fiol and Lyles 1985; Garvin 1993; Levitt and March 1988; Senge 1990). Organizational actions can take many forms. Responsiveness construct reflects market-based organizational actions. The role of organizational actions within the organizational learning framework is more diverse than that of organizational values and market information processing because actions are both the ultimate expression of learning (e.g., Chrysler introduces the cab forward design because aging baby boomers are putting greater emphasis on interior comfort
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