Action learning is an approach to problem solving that involves teams working on real problems or challenges while also focusing on learning. It has four key stages: planning, acting, observing, and reflecting. The process is cyclical, with teams continually refining their approach based on observations and reflections. Action learning aims to simultaneously solve problems while developing leadership skills and enabling lifelong learning through a process of questioning assumptions and considering different perspectives.
They have long been applied in the contexts of schools’ and teachers’ work. It focuses on the teacher as learner within schools characterised as professional learning communities. Teachers are valued as both sources of knowledge and users of this knowledge to generate new knowledge, new ideas and new practices. action research involves research, but the emphasis is not on researching other people’s practices. action research emphasises research into a teacher’s own work practices with and for others. Improvement in practice is achieved by teachers reflecting on their work and asking, with the help of colleagues, in what ways they might do it more effectively