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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.