A Critical Reflection of Class-Grade Quantification Check Based on Transformational Learning Theory

2012 ◽  
pp. 9-15
Author(s):  
Yang Yamin
Keyword(s):  
Learning Theory ◽  
Transformational Learning ◽  
Critical Reflection ◽  
Transformational Learning Theory

Disorientation as a Learning Objective: Applying Transformational Learning Theory in Participatory Action Pedagogy

2020 ◽  
pp. 0739456X2095638
Author(s):  
Barbara Brown Wilson
Keyword(s):  
Learning Theory ◽  
Transformational Learning ◽  
Ways Of Knowing ◽  
Learning Needs ◽  
Ethical Challenges ◽  
Participatory Action ◽  
Land Use Patterns ◽  
Use Patterns ◽  
Transformational Learning Theory ◽  
Challenges And Opportunities

As the field of planning stretches toward redressing the injustices of past land use patterns through reparative practices, student learning needs to include socio-emotional, as well as technical and intellectual, skill-building. Pedagogy should increase the planner’s ability to recognize systems of oppression and center lived expertise in decision-making processes. Transformational learning theory considers the mechanisms through which place-based learning expands student worldviews through exposure to other ways of knowing. Reflecting on a participatory action course through the analytical lens of transformational learning theory, this paper considers the pedagogical and ethical challenges and opportunities for planning education through collaborative action.

scholarly journals Social innovation education: towards a framework for learning design

2015 ◽  
Vol 5 (4) ◽  
pp. 383-400 ◽  
Author(s):  
Bethany Alden Rivers ◽  
Alejandro Armellini ◽  
Rachel Maxwell ◽  
Sue Allen ◽  
Chris Durkin
Keyword(s):  
Higher Education ◽  
Learning Theory ◽  
Transformational Learning ◽  
Social Innovation ◽  
Methodological Approach ◽  
Learning Theories ◽  
Learning Design ◽  
Content Type ◽  
Transformational Learning Theory ◽  
Proposed Model

Purpose – The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes. Design/methodology/approach – By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: how can social innovation education be defined? Which learning theories best support social innovation education? How do such learning theories relate to existing models of learning in higher education? What implications does a social innovation pedagogy have for learning design? Findings – Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al.’s (2004) model of learning theory, the present study proposes a “zone of pedagogical praxis for social innovation education” that supports learning design on a more critical plane. Research limitations/implications – The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities. Practical implications – Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education. Originality/value – The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula.

scholarly journals TRANSFORMATIONAL LEARNING THEORY: A PEDAGOGICAL FRAMEWORK TO ENCOURAGE SOCIAL PERSPECTIVE TAKING IN FIRST-YEAR STUDENTS IN POST-SECONDARY INSTITUTIONS

2021 ◽  
Vol 3 (1) ◽  
pp. 46-51
Author(s):  
Joel Murphy
Keyword(s):  
Student Affairs ◽  
Learning Theory ◽  
Transformational Learning ◽  
First Year ◽  
First Year Students ◽  
Pedagogical Strategies ◽  
Post Secondary ◽  
Transformational Learning Theory ◽  
Diverse Student ◽  
Post Secondary Institution

There has been an increased emphasis for professionals within the field of student affairs to focus on programming that will engage and help support increasingly diverse student populations on (Odağ, Wallin, & Kedzior, 2016). Bowman (2012) writes: “Many entering college students have had limited opportunities for meaningful interactions and friendships across difference, which further suggests the unique role of college in promoting diversity-related growth” (p.1). Missing within the literature are examples of pedagogical strategies for developing programs that can positively affect inclusivity on post-secondary institution (PSI) campuses. This paper identifies transformational learning theory as a specific pedagogical strategy to help student affairs professionals better support informal first-year programming. Developing innovative theory-guided programming is necessary to encourage learning and development (Baldwin et al., 2004).

Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education

2021 ◽  
pp. 154134462110581
Author(s):  
Stephanie L. Dodman ◽  
Nancy Holincheck ◽  
Rebecca Brusseau
Keyword(s):  
Teacher Education ◽  
Transformational Learning ◽  
Critical Reflection ◽  
Teacher Inquiry ◽  
Graduate Course ◽  
Practicing Teachers ◽  
Self Reflection ◽  
Liminal Spaces ◽  
Reflective Development

This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they responded to self-selected text segments in assigned readings throughout the course. Using Mezirow’s theory of transformation and specifically the typology of critical reflection of assumptions and critical self-reflection of assumptions, we analyzed the online dialectical journals of 23 teachers to better understand how their engagement with key texts both represented and influenced their reflective development and engagement in transformational learning. We conclude the journals to be powerful liminal spaces for teachers to engage in reframing of their assumptions.

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