Search results for: Jacobs Gaby

In this article, the authors describe the challenge of teaching action research within the context of an undergraduate community health psychology module. The module was designed using principles from transformative learning, critical pedagogy and action learning. The module took place over one semester; and 15 students participated in the module. The authors reflect upon the students' experiences in the module and the learning outcomes. The authors conclude by addressing the major challenges involved in teaching action research to increase critical understanding.