Abstract
AbstractThis 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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
