Search results for: Harris Valorie

This study describes a collaboration between three teacher educators and two adult education staff on a grant-supported project bridging high school dropouts from adult education to employment. The teacher educators’ task of facilitating grant participants’ engagement with action research became confusingly challenging. The consultants engaged in ‘second-order’ action research to frame their process of reflective practice, thus deepening their understanding of the project’s complexity, the marginalization of adult education, and their adult education colleagues’ and other grant participants’ reflective practice. This shift in understanding, powered by their continuing reflective practice, precipitated a transformation of their theoretical framework.