Doing action research in organizations: Using communicative spaces to facilitate (transformative) professional learning

Abstract

This paper considers the nature of professional learning arising through the processes of carrying out action research in professional organizations. It suggests that communicative space opened up outside of the professional context can lead to unanticipated professional learning. Such learning could be considered transformative in the way it leads professionals to reframe their understanding of the dilemma arising from doing action research. To illustrate this, two cases are presented to show the pivotal role university tutors can play not only in the way they create and maintain communicative space but also in the way they purposefully employ strategies to interrupt and challenge viewpoints, assumptions and practices held by professionals doing action research, enabling professional learning to become transformative.