Abstract
Action learning (AL) is an increasingly commonly used strategy for improving the quality of teaching and learning. The focus in AL is not a particular technique or teaching aid, but the process of teaching itself, where the teacher monitors and reflects on the ongoing process in reflect-plan-act-monitor cycles. The outcomes of the cycles progressively become part of the teacher's ongoing repertoire, so teaching is intended to continue to improve. Previous work suggests that AL is particularly useful in helping teachers cope with innovation. AL has been used with great success in the tertiary sector in Hong Kong, but it does not appear to have been used in the school sector. The aim in the present paper is to describe some of this tertiary work, and to suggest that AL seems particularly well suited to addressing the problems experienced in the implementation of TOC.
| Keywords: | Teaching Quality; Action Learning; Teaching Innovation; Target Oriented Curriculum |
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