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

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dc.contributor.authorDolapcioglu, Sevda
dc.date.accessioned2024-09-18T19:50:18Z
dc.date.available2024-09-18T19:50:18Z
dc.date.issued2020
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThis 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.en_US
dc.identifier.doi10.1080/14767333.2020.1819611
dc.identifier.endpage334en_US
dc.identifier.issn1476-7333
dc.identifier.issn1476-7341
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85091163721en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage326en_US
dc.identifier.urihttps://doi.org/10.1080/14767333.2020.1819611
dc.identifier.urihttps://hdl.handle.net/20.500.12483/7342
dc.identifier.volume17en_US
dc.identifier.wosWOS:000582711200008en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofAction Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAction learningen_US
dc.subjectthinking skills teachingen_US
dc.subjectteacher educationen_US
dc.titleAction learning in teacher education for teaching twenty-first-century thinking skillsen_US
dc.typeArticleen_US

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