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Learning to change is difficult, complex, and takes time. Why is
this so? How can such learning to change be facilitated? Exploring
learning to change, from a viewpoint which values having an
explanatory conceptual understanding (theory) that will inform
action (practice), both for learners seeking to engage with change
for their own practice, and for a facilitator of such learning,
this study focuses on testing the efficacy of a professional
development design, involving two processes: (1) exploring whether
the design, when used with two different groups of professionals,
encouraged them to engage in a reflective research approach in
their own practice; (2) engaging with my own practitioner
experience, comparing my theorising about the experience with that
reported in the literature. It yields stories which are shared on
the basis of one of my findings: sharing reflective stories prompts
reciprocal sharing, and shared reflective thinking may challenge
perspectives and perceptions, triggering additional learning, for
professionals, educators, or anyone grappling with change processes
in a professional environment.
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