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Theory in Practice: Increasing Professional Effectiveness.
... Resolving tensions can result in replacing feelings of ambiguity or uncertainty with a restored sense of control and continuity (Davis et al. 2017;Meijer, de Graaf, and Meirink 2011;Van Rijswijk et al. 2016;Smetana & Kushki, 2021). An attention pedagogy allows for what Argyris and Schön (1974) refer to as double-loop learning, where the beginning teacher enquires into one's experience such that there is an introspective (re) consideration of underlying assumptions or conditions that will help to prevent future challenges. This is distinct from single-loop learning, where the teacher does not scrutinise underlying assumptions and beliefs. ...
... There was also evidence of the sort of introspective looking into one's experience and the underlying conditions of the experiences that are characteristic of double-loop learning (Argyris and Schön 1974). That is, participants used the activity to lean into their fears and think through intimidating situations as opposed to ignoring or avoiding them. ...
... Moreover, they need time and space for individual and group reflection in which they feel comfortable being vulnerable and challenges are approached as learning opportunities (Marco-Bujosa, McNeill, and Friedman 2019;Meijer, de Graaf, and Meirink 2011;Meijer et al. 2014). It is within this type of supportive context that vignettes coupled with reflection can be used as part of an at-tension approach (Meijer et al. 2014) to facilitate double-loop learning (Argyris and Schön 1974) in which the sources and impacts of common tensions are confronted, investigated, and learned from. Given the connections that have been increasingly drawn between teacher reflection and resilience (Kutsyuruba et al. 2019;Le Cornu 2009;Leroux and Théorêt 2014), tools and approaches such as the ones examined in this study deserve further attention. ...
Professional identity tensions are a common part of teachers' experience and have been shown to present opportunities for professional growth when approached as a learning opportunity. This study investigated the use of a questionnaire as a tool within an at-tension pedagogical approach. Authors collected data from six teacher candidates enrolled in a 13-month post-baccalaureate teacher preparation programme, including written responses to a questionnaire, participant reflection notes, and instructor journals. Analysis focused on identifying the sources of participants' most frequent tensions, their affective and behavioural responses, and their perspectives on the process of reflecting on tensions as a structured part of their preparation programme. We found that early, supportive clinical experiences coupled with strategies for supporting productive responses to tensions can promote teacher learning. This study contributes to a better understanding of how teacher preparation and induction programmes can best support beginning teachers in negotiating professional identity tensions. ARTICLE HISTORY
... The methodological approach taken by Meyer and Hanna (2022) reflects the influence of the Problem Based Methodology (PBM) work developed at the University of Auckland by Viviane Robinson (Robinson, 1993), originating from the writing of Argyris and Schon (Argyris & Schon, 1974). This approach supports researchers to understand not only how people behave but why they act in certain ways, revealing the relationships between an individual's beliefs, actions and consequences. ...
... This approach supports researchers to understand not only how people behave but why they act in certain ways, revealing the relationships between an individual's beliefs, actions and consequences. Argyris and Schon (1974) provide a conceptual framework for analyzing theories of action that determine all deliberate human behaviour, how these theories are formed, how they come to change and in what sense they may be regarded as adequate or inadequate. This framework continues to be useful in considering the behaviours and practices of middle leaders. ...
This paper provides a review of recent empirical research investigating middle leadership practices in New Zealand secondary schools. Eight academic articles and one report are included to establish an analysis of the recent evidence of practices of curriculum middle leaders. The majority of the research utilises mixed methodology and aligns middle leadership practices within a paradigm of instructional leadership practice. Researchers found that effective middle leadership practices are associated with higher academic achievement and more equitable student outcomes. Effective middle leadership includes practices such as capability in instructional leadership, the ability to undertake problem-solving conversations with teachers and goal setting skills. Research reveals middle leaders found managing problems and conflicts challenging especially when they were concerned with teacher performance. They were required to coach and mentor staff with minimal leadership preparation, despite often being leaders of large teams of people with responsibility for considerable budgets and resources.
... Se référant aux travaux de Dewey (1968), Argyris et Schön (1978) ou bien encore Mezirow (1991), Marsick et Watkins (2007) opèrent une première distinction qui se réfère au lieu : l'apprentissage formel est rangé dans une structure formelle et reconnue, centrée sur une salle de classe et soutenu par des institutions. Pour Schugurensky (2007) également, l'éducation formelle se réfère à un endroit identifiable, comme par exemple l'éducation scolaire et universitaire. ...
... Elle apparaît d'une manière tacite et résiste souvent à l'explicitation, tels qu'évoquent également Bernadou (2011) (Geay, 1985;Jorro, 2007) constitue pour l'étudiant-e la possibilité d'être très rapidement au contact de la complexité des situations professionnelles et permet de développer une posture réflexive constante sur et dans l'action, constitutive d'une réelle professionnalisation (Haute école spécialisée de Suisse occidentale, 2015). Ainsi, en revenant aux écrits de Geay (1985;, dans le développement du savoir professionnel, l'alternance met la pratique réflexive (Argyris & Schön, 1978) au centre, non pas en termes de juxtaposition entre théorie et pratique, mais intégratif entre formation et réalité du terrain, en se référant à un cadre réflexif multiréférentiel qui permet de croiser les références pour développer une pensée complexe. Ce savoir professionnel, élaboré dans une posture réflexive, ne peut cependant se réduire à une confrontation puis à une intégration entre savoir théorique et pratique. ...
La douleur est classiquement abordée en tant que mesure entre zéro et dix. Cette thèse offre une lecture renouvelée et innovante de cette échelle (EVA) pour reconnaître l’évaluation de la douleur en tant qu’activité hautement significative, investie par des savoirs pluriels mobilisés par la personne soignée et la personne soignante. Au coeur de cette activité, l’EVA constitue un outil médiateur qui ouvre un espace intersubjectif. La thèse a permis de qualifier cet espace comme clinique de réciprocité en questionnant à la fois le statut des savoirs mobilisés, leurs conditions de production et leur mise en circulation.
... So and Kim [53] found that even if teachers have the knowledge and skills to use technology (attitudes towards practices, referred to as espoused theory), they were incapable of using it in practice (actions in practice, referred to as theory in use) [54]. Several studies are based on a survey where Theory of action has been applied as the theoretical framework [55]. Building on this makes it possible to analytically differentiate between theory in use (actions in practice) and espoused theory (attitudes towards practices) [53,56]. ...
... The survey was developed to study the dynamics between elements of theory in use and espoused theories based on the theory of action as justified by our leading partner UiT the Arctic University of Norway [53,55,56]. This was performed by constructing the following variables as an indication of theory in use-measuring the use of digital tools (USE) and knowledge and skills about DT (DKS)-as well as measuring attitudes (ATT) as an indication of espoused theory [56]. ...
Digital technology has become an important part of society and deserves attention and in-depth research, which is still lacking. The study presented in this paper includes international perspectives from six countries and examines which factors influence the use of digital technologies in future pedagogical work in primary schools. Specifically, we investigated how pre-service teachers assess their attitudes, knowledge, and skills towards digital technology, and we determined these factors' role in the pre-service teachers' future use of digital technologies in pedagogical work. For the purpose of the research, an online questionnaire was used, which contained open-ended questions, optional questions, and five-point Likert-type scales, and Spearman correlation and Stepwise linear regression statistical methods were used in the data analysis. The sample consisted of 573 full-time and part-time undergraduate pre-service teachers from the Faculties of Education's higher professional programmes in Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan. Data were collected between June 2021 and May 2022 and processed using IBM SPSS. The present research showed the significant importance of knowledge and skills about digital technologies and professional attitude towards digital tool factors for pre-service teachers' future professional use of digital technologies. The demonstrated intention of the future use of digital technologies showed the readiness of pre-service teachers regarding the inclusion of digital technologies in pedagogical work. Opportunities for further research are in the implementation of focus groups after surveying pre-service teachers, as well as regular measurements and the inclusion of other important constructs in the regression model.
... CLDs offer immediate flexibility and are easy to understand, making them a suitable choice for modeling complex systems. Consequentially, after discussing the preliminary model with the key actors of the local area, the research team changed their mental models, following a "Double-Loop Learning" that fosters the policymakers to clearly define and solve a complex problem [37], defining new strategic elements of the DBMfS. Matching SD with "Information feedback support" models may allow decision makers to frame the processes underlying accounting information [38]. ...
... CLDs offer immediate flexibility and are easy to understand, making them a suitable choice for modeling complex systems. Consequentially, after discussing the preliminary model with the key actors of the local area, the research team changed their mental models, following a "Double-Loop Learning" that fosters the policymakers to clearly define and solve a complex problem [37]), defining new strategic elements of the DBMfS. Matching SD with "Information feedback support" models may allow decision makers to frame the processes underlying accounting information [38]. ...
This study evaluates the managerial sustainability of implementing a decision support system for industrial symbiosis through a recent business modeling methodology. The decision support system is intended to facilitate the identification of implementable industrial symbiosis good practices in a pilot project located in the industrial retro-port area of Trieste. To evaluate the feasibility of this project, a qualitative “Dynamic business model canvas for sustainability” was designed and supported by a system dynamics approach using causal loop diagrams. The study analyzed various governance scenarios for managing the decision support system (public, private, or public–private partnership) and the financing system. The analysis concludes by discussing the research limitations of this study and future opportunities, emphasizing the importance of a resilient system that can handle operational and regulatory shocks, given the project’s public relevance. Further study opportunities could be provided through quantitative simulations and potential numerical validations with stakeholders in the local area, considering potential regulatory constraints.
... More recent views on defensive routines have been related to organizational theories of action, and how these theories may hinder or contribute to learning in organizations (Argyris and Schön 1974;Argyris and Schön 1996). Defensive routines from this view, are described as "thoughts and actions used to protect individuals', groups', and organizations' usual way of dealing with reality." ...
... This type of reasoning may guide (come before) responsible behavior (defensive strategies) (see gure 3). Consequently, as defensive routines are described to hinder learning in organizations (Argyris and Schön 1974;Argyris and Schön 1996), it may hinder innovation speed by redirecting attention (e.g. loyalty) from self-interest-seeking reasoning. ...
... Darnhofer et al. (2010) proposent d'enrichir les approches farming systems par la notion de gestion adaptative (adaptive management), et de considérer les évolutions des exploitations agricoles comme une coévolution continue des objectifs de l'agriculteur, de l'organisation interne de l'exploitation agricole, et de son environnement, permise par des boucles d'apprentissage. Les processus d'apprentissages nécessaires à l'évolution des pratiques, voire des principes qui guident ces pratiques (Argyris and Schon, 1974), sont une composante majeure des processus de changements de pratiques. Ils sont souvent étudiés à travers des approches qui combinent agronomie et sciences sociales. ...
... Markets: outlet opportunities for the crop (20), real or anticipated; selling price (8) and its variability (6). ...
La diversification des cultures est un enjeu majeur de l’agroécologie, mais se heurte à une situation de verrouillage autour de quelques espèces cultivées dominantes. L’objectif de la thèse est d’identifier des moyens de sortir de ces situations de verrouillage, en s’appuyant sur des expériences existantes de diversification des cultures dans trois territoires en France, en Italie et en Suède. En identifiant des mécanismes de diversification transversaux à ces trois territoires, ce travail donne à voir la diversité des manières de diversifier et des processus qui y sont associés.L’analyse des trajectoires d’exploitations agricoles ayant diversifié leurs cultures nous permet de mettre en évidence les motivations à diversifier des agriculteurs et leurs combinaisons. La diversité de ces motivations et des ressources mobilisées par les agriculteurs au cours de leur trajectoire conduisent à des processus de diversification de nature et d’intensité variées.Au niveau des territoires, nous caractérisons différents types de systèmes d’approvisionnement à travers lesquels sont commercialisées les cultures de diversification. La caractérisation de ces systèmes nous permet de comprendre la relation entre les stratégies des entreprises d’aval et les dynamiques de diversification, et de montrer l’importance de la complémentarité des systèmes d’approvisionnement pour la diversification des territoires.Enfin, nous éclairons les modalités d’apprentissage des agriculteurs qui diversifient. Celles-ci évoluent au cours des trajectoires, selon l’objet sur lequel portent les apprentissages, mais aussi en fonction des attentes des agriculteurs vis-à-vis de la diversification, et des systèmes d’approvisionnement dans lesquels ils s’engagent.Nous concluons en proposant aux acteurs des filières et des territoires, ainsi qu’aux pouvoirs publics, quelques leviers d’action favorables à la restauration d’une dynamique de diversification.
... This case study of a specific context in India has provided several examples of how stakeholders perceive LCE implementation across a range of LCE aspects. Whilst we recognise the potential limitations of what a self-reported study like this can tell us (Argyris and Schön 1974;Guthrie 2023;Phipps and Borg 2009), such perspectives indicate how different aspects of LCE have manifested themselves in contextually embedded practice, albeit with some aspects being emphasised over others, and with certain constraints to implementation. ...
... One of the key institutional capacities is that of learning (Heikkila and Gerlak, 2013;Dunlop, 2017;Kay, 2017;Nair and Howlett, 2017;Stone, 2017). Dunlop (2010) draws on Argyris and Schön (1974;1978) to distinguish between single-and double-loop learning in relation to policy failure, summarised as '"doing things better" versus "doing things differently"' (Hayes andAllinson, 1998 cited in Dunlop, 2010: 346). Writing about learning pathologies, Dunlop (2021: 625) notes that 'learning resistant policy pathologies can become locked-in over time' and that 'states' own self-identity can condition their ability to learn from failure'. ...
This article explores unenacted policy – where legislation is passed but the policy is not implemented. It argues that this should be seen as a form of policy failure and that this has been underexplored to date. It tackles the puzzle of explaining why governments would go to all the trouble of passing legislation without then moving to enact the law. The article draws on the recent example of long-term care funding reform in England, which has twice been passed into legislation but not enacted. It develops theoretical insights around non-enactment and argues that the literature on policy failure should incorporate non-enactment, as this work disrupts existing claims that governments will tend to stick with legislated commitments for as long as possible. In a context in which the reputational risks of implementation are constantly recalibrated against the risks of abandonment, we see governments pursuing a deliberate ‘policy mortality’. Killing off policy prior to implementation can be seen as a tactical approach to major welfare issues, shifting blame to local actors and creating a narrative of fatalism.
... Studies based on observations by outsiders, or even interviews with people involved in the problem, may not be adequate to fnd the real reason for observed behaviour in the problem. Argyris and Schön (1974) fnd that if people are asked to explain their behaviour, what they will answer reveals their espoused theory. They have no direct access to their reasons for behaving as they do. ...
... The first section acquired general participant information (perceived beliefs), while the second and third sections sought to answer the same line of questioning through different methods of inquiry (applied beliefs utilizing a hypothetical selection activity). This clarified answers through understanding a coach's perceived beliefs about player selection and then assessing the in-action application of such beliefs, aligning to the concepts of espoused theories and theories in-use within critical reflection (Jones, 2009;Lundberg et al., 1975). Therefore, thematic analysis was undertaken for the entirety of the piece (Table 2) developing a coding frame. ...
Coach intuition plays a critical role in the selection of academy players. A coach's beliefs about a player's current abilities and perceived potential are critical in deciding a player's future. Therefore, this study attempted to gain insight towards each coach's experience and beliefs in selecting players, before undertaking a hypothetical selection activity to understand whether coaches act on such knowledge. Twenty-four coaches recruited from 21 unique professional football (soccer) academies (nine Category 1, eight Category 2, and seven Category 3) took part in semi-structured interviews. The findings established that coach beliefs and actions differed, whereby coaches stated a wide range of holistic beliefs towards selection, yet the hypothetical scenario outlined a far narrower selection criteria applied in action. While several beliefs were reinforced, it was also clear that biases were also presented. Maturation-related bias, favoring the more mature players, explained a potential focus on specific physical qualities (speed) and the perceived potential of players. Additionally, a focus on current performance, over wider elements related to perceived future potential, was evident during the selection scenario. Moreover, while subjective input will remain a key contributor to the player selection process, objective assessments and the input of wider multidisciplinary staff should be utilized to help mitigate the above-mentioned issues.
... The selection of good epistemic practices follows the model of organizational 'double-loop' learning, as developed by Chris Argyris (Argyris, 1977(Argyris, , 2003Argyris & Schön, 1974). Argyris characterizes organizational learning as the process of detecting and correcting error (Argyris, 1977, p. 3). ...
Epistemic practices are an important but underappreciated component of business ethics; good conduct requires making epistemically sound as well as morally principled judgments. Well-founded judgments are promoted by epistemic virtues, and for organizations, epistemic virtues are arguably achieved through organizational good epistemic practices. But how are such practices to be developed? This paper addresses this normative and practical challenge. The first half of the paper explains what organizational good epistemic practices are and outlines a means for their construction. The second half of the paper demonstrates how specific good epistemic practices could be developed by considering a case of corporate epistemic failings: JPMorgan’s notorious 2012 ‘London Whale’ trading losses. Following this, the paper briefly surveys the institutional epistemic failings of the 2008 global financial crisis and the remedial actions that they suggest. Although the discussion is focused on the banking industry, the main ideas, and some of the epistemic practices, generalize to organizations in other industries.
... [9] After Living Lab members learned about the differences and similarities between each other's views, they were able to agree on the best possible solutions. [10] Based on the depth of the learning process, we can also talk about 'single-loop' and 'double-loop' learning [11] in our Living Labs. ...
This report is meant for teachers, researchers, community workers and other parties who want to work on transformative changes to society. We, the LED2LEAP project partners want to share with you our approach, the principles, values, methods guiding our work, and the practices we engaged in to integrate a community approach with learning and research. It includes a reflection of the lessons
we learned by delivering an online seminar and organising intensive community
participation-inspired workshops within the German, Italian, and Hungarian living labs. Transformative competencies are needed at all levels of society to help
guide communities to address the grand challenges of our time.
... These terms can be distinguished from 'causative theory' or 'theory-in-use' which describe the observed relationship between an intervention and an outcome (e.g. Chen 1990; Argyris and Schön 1974). Similar to Pressman and Wildavsky (1973), Sabatier and Mazmanian (1979) use the term causal theory to refer to normative program theory/ espoused theory. ...
The thesis explores the ‘missing link’ in the study of priority-setting for research, development, and innovation (RDI), namely the processes of implementing RDI priorities, and the consequences of these processes. It does so by focusing on how choices, actions, and motivations of implementers of RDI priorities established elsewhere in the policy system enact, or carry out, the priorities, resulting in new conditions for RDI production. Such conditions can be understood as concretizations of the broader, prioritized themes for RDI and ways of organizing RDI within the themes.
The methods, processes, and conditions involved in implementing priorities for RDI on the ‘lower’ levels of decision-making in science policy, such as the agency level, have hitherto received limited attention in science policy research in general, and research on priority-setting in particular. Yet, the tension between what policy-makers (at the top) assume RDI can yield (and how) and what implementers (at the bottom) are interested in and capable of delivering, is likely to emerge where broad RDI priorities are enacted by intermediaries such as funding agencies, industry, and research performers. However, we know little about how implementers of RDI priorities go about making priorities implementable and what that means for the emergence of new conditions for RDI production.
The results of the thesis suggest that priority-setting as enacted can be understood as a sequence of socially and cognitively motivated discretionary choices that stimulate creativity and socialization during the implementation of RDI priorities. The thesis refers to this as a ‘socio-cognitive approach to the implementation of RDI priorities’. In their aggregated form, the discretionary choices, and the interactions they yield, shape new conditions for RDI production on content as well as form on the different levels of the policy system. This suggests that choices, interactions, and new condtions amount to a continuation of steering of RDI production after policy-decisions for RDI are made. It also raises some concerns about how discretion may undercut the legitimacy of RDI investments and negatively affect the ‘optimal’ trajectories of scientific fields (e.g. more significant discoveries and/or improved, complementary knowledge about observed phenomena, etc.). This begs the question if there is a need to govern discretion.
... I denne forbindelse er det kjennetegnet ved reflekterende og informert praksis. Det refererer til former for praksis som overskrider rutinemessige eller vanemessige handlinger som inneholder lite tenkning eller analyse (Argyris & Schön, 1974). ...
This article-based dissertation studies teachers' teamwork examined through an analysis of team conversations and an analysis of teachers' reflections on the collaboration and opportunities for own learning. The purpose of the study is to provide insight and understanding of the potential for teachers' professional learning that lies in teamwork. Deeper insight and better knowledge are essential because there is an increase in external and internal requirements and professional expectations regarding collaboration. The study uses data from video recordings and interviews of four teacher teams in 9th and 10th grade at four lower secondary schools in Norway. The main issues are: How do teachers interact in teams, and how do they reflect on collaboration and opportunities for own learning?
... The actual innovation dynamic at the intersection of research and creative work, albeit practised every day in creative studios, is little understood in disciplined scholarship. Argyris and Schön (1974) encapsulated that "Integrated thought with action effectively has plagued philosophers, frustrated social scientists, and eluded professional practitioners for years. It is one of the prevalent and least understood problems of our age" (p. ...
... Ideology is accompanied by a set of ethics which are binding on the practitioner. These ethics direct the professional to achieve certain values through the practice of the profession (Argyris & Schon, 1974). Yet, as the founding work experience for many students, and as the founding instructional work experience for all students, field education does not include systematic instruction in ethical professional practice. ...
... Given the characteristics of sustainability transitions -namely having multiple actors at different levels and scales, being dynamic, uncertain, embedded in context, transdisciplinary, and having vague boundaries-it is difficult to gather indicators and data needed for effective assessment and policy making (Fukasaku 2005). Unlike conventional monitoring and evaluation (M&E) approaches that focus on measuring the attainment of intended outcomes and tracking preconceived performance indicators (summative or formative), reflexive evaluation frames sustainability assessment as a complexity construct, consisting of a single-loop process that follows a problem-detection-correction course and double-and triple-loop learning that allows assumptions and learned propositions to be challenged (in double-triple-loop learning; Argyris and Schön 1974, Raelin 2001, Rogers et al. 2013. In essence, reflexive evaluation goes beyond the linear logic of problem-solving and involves "questioning the assumptions, policies, practices, values, and system dynamics that led to the problem" in the first place and "intervening in ways that involve the modification of underlying system relationships and functioning" (Patton 2011:11). ...
Over the past two decades, voluntary sustainability standards (VSS) have emerged as instruments to improve social and environmental practices and to communicate sustainability standards in trade and business. However, debates about the correct assessment methodology for VSS risk causing duplication, overlaps, and fragmentation, undermining the value of VSS in sustainability transition. In this paper I propose materiality, theory of change and reflexive governance as the three building blocks of an appropriate framework for VSS and other sustainability assessment schemes in the food and agricultural sectors. Materiality is the specific criteria for defining and assessing factors that matter for sustainability, such as indicators, metrics, and rankings. Materiality is a process of social construction that enables stakeholder engagement and integrated knowledge production, going beyond just benchmarking entities against their competitors using standardized measures. Theory of change is a method that explains how interventions lead to desired outcomes and changes but is much more than a linear logic model of inputs and outputs. It sheds light on underlying assumptions, embedded contexts and long- and short-term dynamics. Reflexive evaluation consists of a single-loop process that follows a problem-detection-correction course and double- and triple-loop learning that allows assumptions and learned propositions to be challenged. It highlights unintended outcomes and offers alternatives to conducting interventions, which is different from conventional monitoring and evaluation methods, which focus on measuring the attainment of intended outcomes only. The study concludes that the semantic meaning of “standards” and “assessment” in agricultural VSS abstract the complex nature of sustainability because of overly linear meaning. In the complex construct of sustainability assessment, the role of VSS is not to conclude a success or a failure but to encourage knowledge-based learning and accountable governance because social change is an open-ended validation and adaption process. The framework proposed by this paper offers a solution by calling for integrated knowledge production resulting from interdisciplinary assessments and learning-oriented actions.
... Kommunen bør derfor etter vår vurdering ha en form for «beredskap» for å håndtere slike utfordringer, uavhengig av kommunal organisering. Det følger blant annet av prinsippet om dobbeltkretslaering (Argyris & Schön, 1974) som forutsetter parallelle, kontinuerlige og dynamiske prosesser på alle nivå der laeringssløyfene går både vertikalt og horisontalt. Laeringssløyfer mellom nivåene handler ikke bare om å håndtere og legge til rette for organisatoriske rammebetingelser. ...
As the owner of kindergarten, school, and educational and psychological
counselling service (PPT), the municipality is responsible for the quality of all these
units, which, among other things, means that these units have the right expertise
and that they are able to utilize this in a developing collaboration to strengthen an
inclusive practice. This follows from persistent education policy expectations about
a general educational practice that can accommodate more children and pupils, and
that EPS contributes to and supports such a development. In the SUKIP-project,
the innovations have been about establishing an infrastructure for collaboration
between EPS and kindergarten/school with this in mind. The project can be seen
as an example of local competence development in line with the latest national
grant scheme: The competence boost for special pedagogy and inclusive practice.
Based on data from SUKIP, in this chapter we discuss the municipalities’ governance and management of the innovations within two different municipal contexts.
The discussion is related to current political guidelines for competence and quality
development in the education sector, where network management appears to be the preferred strategy. The analysis suggests that, despite certain problematic aspects, the network model has proven functional at unit level. At the same time, it seems necessary to acknowledge that some problems cannot be solved at unit level but must be addressed to the municipal level. Finding answers to such problems may require basic organizational development with learning loops both vertically and horizontally in the municipality.
... Mens reaktiv laering gir forholdsvis enkle og overfladiske analyser med tilsvarende «enkle feil rettinger», vil den dypere laeringen åpne for mer grunnleggende nyskapning i organisasjonen der praksisen sees i et mer helhetlig perspektiv (Roald, 2012). Dypere laering har derfor klare paralleller til dobbelkretslaering (Argyris & Schön, 1974), som nettopp søker å utfordre de mentale modellene og virkelighetsoppfatningene som ligger til grunn for praksis. Når vi som forskere observerte samarbeidsmøter mellom barnehage/skole og PP-tjeneste, rettet vi gjennom de teoretiske linsene blikket mot hva som ble diskutert, hvordan ting ble diskutert og hvem som deltok i diskusjonene. ...
SUKIP is a project within the FINNUT-program, a program which
emphasizes the importance of research for the quality of the innovation itself by the
fact that the researchers both support the innovation processes and the decisions
that are made. Several advantages of such collaboration are mentioned, and the
ambition of The Research Council of Norway (NFR) is that this potential is utilised.
At the same time, great variations in forms of collaboration are pointed out, and
the need to systematise experiences with good interaction models. The experiences
from the SUKIP-project indicate that such collaboration can be both rewarding and
challenging, varying with the various phases of an innovation project. Based on the
project’s research methodology strategy, we have designed a cycle for data collection,
data analysis, feedback/discussion and decision on change, especially for use in the
innovation phase. In this chapter, the phases of the project and the reasons for and
design of this cycle are presented. The experiences with the collaboration between
researchers and practitioners in the various phases of the project are then presented and discussed in light of theories of innovation and collaborative research. Finally, a summary discussion is made of the challenges and opportunities that such a partnership seems to provide and how the potential of the partnership can be exploited.
... During our extended critical friendship, Rodrigo has emphasized the importance of identifying one's underlying assumptions-the lines of thought (of which we are often unaware) that are implicit in our actions as teacher educators. Argyris and Schön (1974) explored the differences between espoused theory (what we say we do) and theoryin-use (what our actions imply). The persistent challenge involves identifying the assumptions implicit in our actions and then asking if our espoused theories are consistent with our practices. ...
This article presents an analysis of a dean’s early efforts to encourage reflective practice in the teacher education practicum, in consultation with a critical friend. The focus is on the importance of listening and the identification of assumptions underlying practices. The authors met in 2010 in a week-long seminar focused on the practicum in teacher education programs at a university in Santiago, Chile. A long conversation over dinner one evening revealed a significant interest in each other’s perspectives and experiences. Since that time, more than 20 opportunities to visit each other in Chile and in Canada have established an on-going connection for sharing insights as they emerge from experiences in each other’s country. The authors now consider themselves to be life-long critical friends. In April 2021, Rodrigo was appointed as Dean of Education at Universidad Autónoma in Santiago, with an early focus on encouraging reflective practice by all who are involved in the teacher education practicum—student teachers, mentor teachers and faculty supervisors. Tom retired in 2019 after 42 years in teacher education practice and research at Queen’s University, and he continues to explore the complex issue of how people learn to teach.
... Interestingly, one thing that research on teacher cognition has established beyond reasonable doubt is that all teachers also have theories (Borg, 2006), either explicit ones, or the implicit "theories in use" that govern our actions (Argyris & Schön, 1974). We have theories of learning, theories of teaching, theories of the relationship between these and everything in between. ...
This article, adapted from an earlier blog post (Anderson, 2021), offers the author’s personal perspective on a commonly-referenced perceived disconnect between theory and practice, particularly evident in academia across discourse on education, including English language teaching. After the author’s argument is presented, a number of responses to the original post are also included both to offer a range of thoughts on the issue and to encourage reflection on the topic among readers of ELT Research.
... The access to information is central in turbulent environments (Govers and Südmeier 2016), and by providing such information one can develop a learning organization (Herbst 1974(Herbst , 1993. That is, an organization that is able to use data to perform double-loop learning (Argyris and Schon 1974) where the people doing the work is informed in a way that gives them the opportunity to try new ways responding. Still, it may be difficult for managers to relinquish control and give the decision-making responsibility based on data to workers. ...
Because of the increase in data and the possibilities created by machine learning, organizations are now looking to become more data-driven. In sociotechnical systems design there has been a focus on designing information for action to support decentralized organizations. The purpose of this article, published in Gruppe. Interaktion. Organisation. is to discuss how data may be gathered and used in organizations striving to become data-driven.
Explorations are based on interviews with experts (leaders and designers) in 13 organizations working on becoming more data-driven.
This study points to 4 findings: first, if someone is expected to record data that informs other people’s actions can lead to data quality issues, which can be mitigated by providing transparency or supporting a joint information for action as an organizational design choice. Second, as organizations are becoming more data-driven, many tasks performed in the organization become design-related. This influences the type of data recorded and used for action. Third, more of the people in the organizations engage in designing the information for action for themselves and others, which means that they might need reskilling. Fourth, the boundaries of what can be considered information for action and for whom should by explored and reflected upon by the people involved in the (re)design.
This means that, as organizations strive to become data-driven, the sociotechnical principle of information flow becomes a central challenge. To ensure quality organizations, there is a need to upskill or reskill employees so that they are able to design and use data for action.
... For their influence in determining how practices take shape, Alexander (2002, p. 12) argues that values 'must be kept centre-stage' when researching pedagogy. Yet it is also important to note how educator's 'espoused theories' can often be quite different from their 'theories in use' (Argyris and Schön 1974). This is because correspondence between values and practice is moderated by the cultural and structural contexts in which such practices are enacted (Biesta andTedder 2007, Priestley et al. 2015). ...
This article presents a sociocultural conceptual framework for researching pedagogy as the performance of teaching together with its attendant discourse. The framework, referred to as pedagogy-as-praxis, consists of two core elements that draw on, combine and adapt several different yet complimentary theoretical perspectives. First, Alexander's action-based framework (the what) and components of Bernstein's theory on educational transmission (the how) are combined to intricately and sensitively describe the performance of teaching. Second, by positioning the performance of teaching as the tool element within an adapted and extended activity system, the remaining activity theory elements-subject, object, rules, community and division of labour-are applied to understand the discourse that produces, structures and influences its modality (the why). When combined within the pedagogy-as-praxis framework, these theoretical perspectives enable an analysis of how socio-cultural-political factors shape and mediate educational practices. The article starts by considering the definition of pedagogy upon which the framework is based before outlining the theoretical perspectives it is underpinned by. The framework and its constituting elements are then applied and demonstrated. ARTICLE HISTORY
Dans cet article sur la conceptualisation de l'espace numérique dans l'enseignement-apprentissage des langues, notre contribution à "L'architecture des processus de production et de réception" du langage (François & Nespoulous, 2014), consiste en l'identification des constantes didactiques interlinguistiques de l'enseignement-apprentissage des langues étrangères et en leur intégration dans un modèle pédagonumérique tridimensionnel intégrant les composantes structurales stratifiées de leur apprentissage profond (deep learning). Il s'agit d'une modélisation expérimentale, mais immédiatement applicable dans l'enseignement-apprentissage-évaluation des langues, qui expose donc l'un des aboutissements de nos actuelles recherches-actions en formation à distance (FAD).En introduction, nous amorçons notre propos par l'exposé des paramètres abondants de la place du numérique dans l'enseignement-apprentissage-évaluation des langues. Notre méthodologie est celle d'une recherche analytique et conceptualisante portant sur l'enseignement-apprentissage-évaluation des langues. Nos analyses sont réalisées à partir de documents fondateurs de la Communauté européenne (CE), notamment le Cadre européen commun de référence pour les langues, CECR (Conseil de l'Europe, 2001, 2018, 2021). Notre objectif est de couvrir un maximum des composantes du langage et des compétences requises pour les actualiser dans le cadre de l'approche actionnelle préconisée par la CE. Notre discussion porte sur les conditions technologiques d'application de ce modèle et notre conclusion sur les perspectives, déjà à nos portes, de l'intégration organique de l'intelligence artificielle des langues à l'humain.
This conceptual paper explores the persistent gap between research, practice, and theory in management, hindering the practical applicability and relevance of academic research. It investigates the Socio-Economic Approach to Management (SEAM) as a participatory and collaborative model aimed at effectively bridging this gap. The paper examines the evolution of management theories and the emergence of SEAM as an innovative solution to align theory and practice, highlighting its potential to integrate theory, research, and practice in organizational management. The paper conducts a comprehensive literature review to demonstrate how action research, as incorporated in SEAM, facilitates transformative organizational development and fosters collaborative problem-solving. SEAM’s methodology offers a win-win collaboration for both managers and scholars, resulting in actionable knowledge with practical applications. Additionally, it includes a case study involving DBA executive education to illustrate SEAM’s practical application. Despite its strengths, SEAM faces criticisms and challenges, including concerns about subjectivity, rigor, contrasting approaches, validity, and generalizability. However, the paper emphasizes SEAM’s contributions to action research, offering a fresh perspective that transcends context-specificity and provides multidimensional modeling of outcomes. It emphasizes measurement and quantitative assessment of qualitative impacts, integrating qualitative, quantitative, and financial data to better understand organizational complexity. In conclusion, the paper underscores SEAM’s significance in promoting research relevance, enhancing management practices, and fostering better understanding between researchers and practitioners, particularly within the realm of DBA executive education. By advocating for SEAM as a bridge between theory and practice, the paper encourages a more collaborative and effective approach to meet the demands of a dynamic management landscape.
L’ampleur des crises écologiques et climatiques devraient constituer ces enjeux en axes structurant des politiques économiques mondiales. Pour autant, les conférences des parties (COP) se succèdent sans parvenir à amorcer une transition mondiale à la mesure de ces enjeux. Il paraît alors important de questionner la manière dont le capitalisme, dans son fonctionnement, mais dans les manières dont il structure nos rapports à la nature inhibe l’action écologique et climatique. Le présent dossier a pour ambition de rassembler des travaux qui interrogent, sous différents aspects, cette problématique. Cette introduction fournit l’occasion de dégager quatre pistes de réflexion. La première consiste à réinterroger le régime d’accumulation financiarisé et globalisé au cœur du capitalisme contemporain comme verrou et levier de transition. La seconde met l’accent sur les rapports de force qui stabilisent le capitalisme contemporain. La troisième vise à réinterroger la manière dont le capitalisme contemporain met en forme notre rapport à la nature et, ce faisant, prescrit ou justifie des manières de la gérer. La quatrième questionne la manière dont le capitalisme produit et s’appuie sur des récits structurant les imaginaires collectifs. Qu’il s’agisse des évolutions comptables permettant de prendre en compte les impacts environnementaux des entreprises, des jeux institutionnels qui cadrent les rapports sociaux autour de la gestion d’une espèce invasive en Bulgarie, de l’absence de simulation de scénarios décroissants dans les modélisations du 5e rapport du GIECC ou des manières dont la bioéconomie configure des imaginaires différents.
Medical school often has opportunities for students to engage in peer or near-peer teaching, however structured teacher training is rarely conducted. We present an Educational Fellowship for rising M2 students as teaching assistants for first year Physician Assistant students. In this near-peer interprofessional teaching model, the M2 students learn pedagogical theory and best practices for teaching and learning. The curriculum and experience may be used by any healthcare profession. Since many healthcare professions have classes during the summer, we present our program as a conceptual model for other institutions.
The autobiographical research is based on a methodology known as “first-person action research”. In what could be articulated as a form of “generating knowledge on the self through experience”, first-person action research puts greater emphasis on relatively unexplored interior perspectives, intentions, and attention as well of the researchers in the modern scientific world. Drawing on transformative principles, which engage theory with practise, and action with reflection, this paper shows the relevance of the action research principles to individual happiness studies. There are different definitions for happiness depending on the terminology and approach from different disciplines such as positive psychology, philosophy, and neuroscience. Life is a mess and multidisciplinary; so is action research. In particular, this paper will consider how the action research methodology has been used in individual happiness research to generate knowledge for inquirer’s own life. The second part of this paper will attempt to unify these experiences with the emerging new science of qualities as a new vision, a new worldview where the purposes, strategies, and practises of the inquirer will be based on the pursuit of a happy life. It will also show how such perspectives can give rise to explorations of ecological selves, which are necessary for the sustainability of a living planet—our beautiful home, the Earth.
KeywordsAction researchBhutan experienceTransformative principlesMultidisciplinary lifeFirst-person action researchIndividual happinessEcological selfSelf-inquiry
Transformative learning theory centered on a commitment to adult learning fosters the conscious use of critical thinking and reflection, the personal willingness to question assumptions, and the recognition of the complexity inherent in work and community situations. It offers a developmental approach to support students’ questioning their assumptions, challenging how things are done, and embracing differences in worldviews and preferred actions. This chapter draws on experiential learning theory and introduces five transformative learning practices to foster the development of perspective transformation. The practices described through course activities and assignments include (1) Cultural responsiveness (2) Self-reflection (3) Critical thinking (4) Empathic dialogue and (5) Praxis (Reflection on action). The authors describe how these practices are integrated into aspects of a two-term, online, qualitative research course that introduces cohorts of 12–15 doctoral students to research theory, methods, and research skills. The experiential course design incorporates a range of authentic learning experiences that provide meaningful knowledge and skills for the qualitative researcher. The chapter provides readers with an andragogical approach to developing critical thinking skills and fostering perspective transformation and knowledge transfer in teaching research in an online format.KeywordsTransformative learningExperiential learningQualitative researchAndragogyCritical thinkingOnline learning
The commitments of the Psychoanalyst, S. Freud; Behaviorist and Humanist, A. Maslow; Behaviorist Cognitivist, and Humanist, B. F. Skinner; and Psychoanalyst, Cognitivist, Behaviorist, and Humanist, E. Erikson are explored. Thought, diet and action or (TDA) in a Utopia is realized. How an intelligent species manages its resources is explored. Decisions are explored in a school system. An Application is conceived for simple mathematics. The Basel problem constant approximation, (π^2)/6, is examined and Euler's constant, e, is examined.
Remco Coppoolse, Marca Wolfensberger, Lea Hermsen, Hanne ten Berge en Geert Kinkhorst en Pierre van Eijl
In dit artikel zoomen we in op de rol van de docent in het leerproces van honoursstudenten. We belichten die rol vanuit verschillende perspectieven: vanuit het perspectief van de docent zelf, vanuit het perspectief van didactische principes en vanuit de wensen of perspectieven van de student. Uiteindelijk verkennen we op welke manier deze principes in de onderwijspraktijk daadwerkelijk tot uiting komen, waarna we aangrijpingspunten beschrijven die daaruit zijn af te leiden voor professionaliseringsprogramma's voor honoursdocenten. 1 Opvattingen van honoursdocenten en studenten over de rol van honoursdocenten We bekijken de voorkeursstrategieën van honoursdocenten, de kijk van honoursstudenten op de honoursdocent en de overeenkomst daartussen. 1.1 Voorkeursstrategieën van honoursdocenten Er zijn verschillende onderzoeken gedaan naar wat goede docenten doen in hun onderwijspraktijk. Ken Baine (2004) beschrijft de kenmerken van goede docenten en concludeert dat goede docenten zich vooral onderscheiden door de lat hoog te leggen, daadwerkelijk interactie en dialoog aan te gaan met de student en de student zelf zeggenschap te geven over de sturing van het leerproces. In zijn meta-review (een reviewstudie op basis van een verzameling van reviews) naar wat goede docenten doen, onderscheidt Hattie (2002) drie belangrijke kenmerken bij goede docenten: 1 De hoge mate waarin ze hun studenten uitdagen. Hierbij gelden de volgende kenmerken: stellen van uitdagende doelen en aanbieden van uitdagende activiteiten die commitment en betrokkenheid vragen van studenten. 2 De grote diepgang van het inzicht in onderwijzen en leren. Hierbij gelden de volgende kenmerken: 'boven de stof staan' en een sterke integratie van kennis, het combineren van nieuwe met bestaande kennis, het verbinden van verschillende onderdelen van het curriculum en het schakelen tussen leerbehoeften van studenten en de onderwijsdoelen. 3 De hoge mate waarin hij het leerproces monitort en feedback vraagt en geeft. Hierbij gelden de volgende kenmerken: gevoelig zijn voor de mate waarin studenten interesse hebben in en begrip hebben van de stof, anticiperen op verstoringen, onderscheid maken tussen meer en minder relevante informatie, goed interpreteren en begrijpen van wat er in de klas gebeurt. Het blijkt dat studenten die zijn opgeleid door docenten met deze kwaliteiten, de stof veel beter kennen en begrijpen dan studenten die zijn opgeleid door ervaren docenten zonder deze kwaliteiten. De kennis bij deze studenten is beter geïntegreerd, meer coherent en van een hoger abstractieniveau.
Examples are briefly described of organizations that offer a perspective to complement the experience of industrial democracy inNorway and Mondragon. The examples are organizations choosing a structure and culture that minimize hierarchy. They provide a less traditional approach to balancing political and socio-technical participation. To do so they devolve responsibility for coordination of effort and expertise to individuals and teams most directly providing the effort and expertise. This gives the individuals and teams high autonomy. Examples include a university class, action learning projects in community and organizational settings, and a voluntary self-organizing network of facilitators. In addition, a small sample of organizations from the larger sample documented by Corporate Rebels (https://corporate-rebels.com/) is also briefly described and compared. Finally, the examples are located within other, wider, changes taking place.
There are many expert teachers working in the global South and we can learn a great deal from them. Neither of these claims should be surprising, yet to date there has been almost no research conducted on expert teachers working in Southern contexts. Instead, the huge sums of money invested in attempting to improve teacher quality in the South have frequently been directed towards introducing exogenous practices or interventions that may be culturally inappropriate, practically infeasible and ultimately unsustainable – often failing as a result. In this pioneering book, Jason Anderson provides an authoritative overview of the practices, cognition and professionalism of expert teachers working in low-income contexts. By drawing upon both systematic reviews of teacher expertise and effectiveness research, and his own fieldwork in India, he argues that without an understanding of expert teachers working in all contexts worldwide, we cannot truly understand expertise itself.
Cet essai s’intéresse à l’égalité des chances en enseignement supérieur, ou plus
précisément aux obstacles institutionnels freinant l’accès à l’enseignement collégial des personnes allophones issues de l’immigration récente. Il remet en question les retombées de la démocratisation de l’enseignement mise de l’avant pas les signataires du Rapport Parent en1966, en dévoilant, à partir de points de vue situés, l’expérience de personnes aux prises avec une situation d’injustice devant l’enseignement supérieur et questionne la responsabilité des institutions d’enseignement dans la mise en place des mesures favorisant un égal accès à toutes et tous. L’essai présente les interventions posées pour comprendre et améliorer une situation problématique et se base sur deux projets d’intervention menés au Cégep de l’Outaouais : une étude multicas et une recherche-action participative. La nature de cet essai doctoral se distingue de celle des productions traditionnelles de troisième cycle en éducation en donnant une place prépondérante aux savoirs professionnels développés par l’équipe de recherche-action participative tout comme par la doctorante, ainsi qu’à leurs retombées susceptibles de soutenir la
communauté professionnelle.
La validation sociale des savoirs issus de la pratique par la reconnaissance des acquis et des compétences (RAC) crée une situation où la disciplinarité constitue un problème. La RAC se doit d’être centrée sur le plan disciplinaire si elle veut remplir son rôle, notamment par l’émission de diplômes. Pourtant, c’est cette même centration qui constitue l’un de ses principaux obstacles dans le contexte de plus en plus complexe dans lequel elle doit opérer. C’est en ce sens que nous proposons une posture transdisciplinaire pour la reconnaissance universitaire des acquis extrascolaires. Le projet est d’aborder une réalité complexe et systémique impliquant divers niveaux de réalité qui se traduisent par la mise en dialogue de ces niveaux. Il en découle une vision nuancée où les différents acteurs se trouvent, chacun à sa manière, confrontés aux diverses dimensions de la reconnaissance.
Problem, research strategy, and findings
The COVID-19 pandemic temporarily shifted participatory planning processes from face-to-face to online meetings. Prior to the pandemic, public participation included online components, but only in support of face-to-face public meetings. Thus, there was very little guidance for practitioners on how to design and host online public meetings. We interviewed 32 professional planners and facilitators with experience hosting public meetings during the summer of 2020 and asked them to discuss their experience moving their practices online. We expected to see drastic changes in how these professionals approached their work, but our expectations were only partially met. Instead of revolutionizing participatory planning, online meetings only required modest adjustments to the practices used in face-to-face meetings. Our findings are limited because they represent a narrow window in time. More substantial changes to participatory planning practices may have taken place because of the pandemic and may not be reflected in our interview data.
Takeaway for practice
Face-to-face and online meetings may not be as different as popular opinion suggests, and many of the practices that planners have used to host face-to-face public planning meetings could be applied to online meetings. Moreover, the successful transition to online meetings during the pandemic also suggests that remote public meetings are a viable and legitimate option for participatory planning processes.
This article examines how planners move from reflection to action in pursuit of institutional change. Building on the literature on reflective practice and historical institutionalism, and using Medellín as a case study, I build a framework for analyzing how planners go from reflecting on a problem and identifying its institutional origins to devising solutions based on experience, knowledge, or innovation. Those solutions are then mobilized through “simple junctures,” which are opportunities distinct from everyday processes. The findings, based on interviews, documents, and observations, show the importance of training planners to reflect on institutional factors and of leveraging simple junctures.
Activism is a strong focus at many college campuses, yet few studies have explored how courses engage students in thinking about and implementing effective communication tools for collective action. This study analyzed college students’ espoused theories and engagement with collective action. Findings revealed that they valued communication tools connected with their purposes/goals and target audiences. These espoused theories did not align with their approaches for their own campaigns. They prioritized ease and comfort in their campaign decisions. Findings offer educators opportunities to better support students’ mindsets, processes, and approaches to engage in collective action and implement espoused values for effecting change.
В данной статье проводится анализ ключевых положений теории «двойной петли» обучения, особенности её происхождения и проявления в практике управления персоналом.
This article analyzes the key provisions of the theory of the "double loop" of training, the features of its origin and manifestation in the practice of personnel management.
This article describes the deficiencies of positivist science for generating knowledge for use in solving problems that members of organizations face. Action research is introduced as a method for correcting these deficiencies. When action research is tested against the criteria of positivist science, action research is found not to meet its critical tests. The appropriateness of positivist science is questioned as a basis for judging the scientific merits of action research. Action research can base its legitimacy as science in philosophical traditions that are different from those which legitimate positivist science. Criteria and methods of science appropriate to action research are offered.
The authors explore the relationship between language and interpersonal dynamics within supervision groups for psychoanalytically oriented child and adolescent psychotherapists working at a charitable clinical service in a large metropolitan city in the UK. Using discourse analysis, the authors identified key interpersonal functions of language in a professional supervisory setting. Results revealed linguistic processes through which power identities and dynamics were enacted and multiple opinions and perspectives negotiated during group supervision. The authors then make practical suggestions regarding the management of power differentials and interpersonal relationships to facilitate more constructive group supervision and promote better therapeutic outcomes.
The world is accelerating urbanization, planning plays an irreplaceable role in the urbanization processes and sustainable development, and its education, and planning education is for cultivating next‐generation professionals in planning‐related fields for improving planning activities in urbanization and ensuring better human settlements. With the advance of new technologies, the online planning education represented by MOOCs is rapidly developing nowadays, conventional planning education is gradually turning to online planning education. This study compares the data employed from the internet searched survey with the existing literature data, and focuses on the content characteristics of conventional planning education and online planning education by comparing the content structure, time characteristics, institution characteristics, and other elements. It is found that there is no essential difference between online planning education and conventional planning education in overall characteristics, therefore, the online planning education is considered the online version of conventional planning education. At the same time, online planning education exposes various shortcomings. Furthermore, this research proposes the theoretical concept of “future planning education,” which suggesting a rational transformation for planning education is needed for solving the existing problems, and promoting the comprehensive efficiency of planning education.
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