Franchisees in crisis: using action learning to self-organise

O'Donoghue, Carol

doi:10.1080/14767333.2011.617139

Cited by 2 publications

(1 citation statement)

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“…Action learning has been known to be a good framework to help employees to reflect in their work as shown by Rosser (2016), Christiansen et al (2014), andO'Donoghue (2011). However, the six questions are still rather generic for application directly as a measurement framework, especially when it is to be used to measure multiple employees.…”

Section: Reflection and Watkins And Marsick's Continuous Learning Modelmentioning

confidence: 99%

Developing an Instrument to Measure Pedagogical Content Knowledge Using an Action Learning Method

Alimuddin¹,

Tjakraatmadja²,

Ghazali³

2020

INT J INSTRUCTION

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Pedagogical content knowledge (PCK) is a category of teachers' knowledge that encompasses knowledge used by teachers to successfully deliver subject materials to students in classroom practice. To examine the extent to which teachers have developed their PCK and how they could improve, they need a tool to measure such a concept. This study, therefore, aimed to provide an instrument which can be used as a reference to measure teachers' PCK from a general perspective. This study constructed an instrument which consists of open-ended questions, exemplary answers and a five-level rubric. The instrument uses action learning and PCK as the foundation concept in its development. The instrument was developed based on Watkins and Marsick's continuous learning model and Morine-Dershimer and Kent's interpretation of PCK. Validation of the instrument content was conducted by experts in the education field. Test-retest reliability was carried out to examine the reliability. A Wilcoxon signed-ranking analysis indicated that pretest and post-test answers to the questions show no significant differences, which indicates that the instrument is reliable for use.

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Section: Reflection and Watkins And Marsick's Continuous Learning Modelmentioning

confidence: 99%