Improving my professional practice and students’ learning skills through action learning in economics education: a pedagogical action research conducted at dr. JG-Must, South Sudan

Author(s)

Publication date

2012

Series/Report no

MAYP;2012

Publisher

Høgskolen i Oslo og Akershus

Document type

Description

Master i yrkespedagogikk

Abstract

Being aware of dynamic learning environment especially in the 21st century and the need to develop and promote learner centred approaches, this study underscores the significance of an Action Learning in Economics education specifically in improving my professional practice and at the same time contributing to students’ learning skills more explicitly for the Students of Economics at Dr. John Garang Memorial University of Science and Technology. To accomplish this task, I adapted Qualitative Pedagogical Action Research Approach within an Action Research Tradition (ART) with methods such as Group Discussion and Dialogue, Reflective logs, Applied Learning Scenarios, Unstructured Interview Conversation, Participants Observation and Online Web Search. In the implementation of these methods, two learning environments were considered. First, the classroom in which discussions and presentation of group reports and lessons were conducted. Second, the participants’ workplaces and business centres were theory gained from classroom was put to practice. My interaction with participants reveals that Action Learning is integral to pedagogical approaches in improvement of my Professional Practice and provides an opportunity for learners to gain insight of both theory and practice in economics education. Applied Learning Scenarios and mentorship methods have been established by this study as enormous attributes in motivating students to be active participants in the learning process. Based on this study, I am convinced that my senses are opened and awareness heightened and my Professional Practice as well as Students’ learning skill has significantly improved.

Keywords

Permanent URL (for citation purposes)

  • http://hdl.handle.net/10642/1237