Task‐setting in a Seminar: a theory‐of‐action perspective | Zendy

Fleming W. G. | Zendy; Rutherford R. J. D. | Zendy

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Task‐setting in a Seminar: a theory‐of‐action perspective

Author(s) -

Fleming W. G.,

Rutherford R. J. D.

Publication year - 1986

Publication title -

british educational research journal

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 1.171

H-Index - 89

eISSN - 1469-3518

pISSN - 0141-1926

DOI - 10.1080/0141192860120304

Subject(s) - perspective (graphical) , task (project management) , action (physics) , action theory (sociology) , mathematics education , psychology , learning theory , action research , pedagogy , sociology , computer science , social science , artificial intelligence , physics , management , quantum mechanics , economics

This paper reports, through a case study, an initial attempt to use the theory‐of‐action perspective of Argyris & Schon to analyse student/teacher task‐setting in a seminar. A brief outline is given of the theoretical concepts employed and a transcription from a video recording of part of an undergraduate seminar is then analysed using the theory‐of‐action concepts. The teacher's theory‐in‐use is predominantly Model 1. This is compared with a more impressionistic analysis of the video recording and with student responses to a questionnaire. These provide corroborative support for the theory‐of‐action analysis.

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