Transformation and transformational learning theory.

2013 ◽  
pp. 17-26 ◽  
Author(s):  
Y. Reisinger
Keyword(s):  
Learning Theory ◽  
Transformational Learning ◽  
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).

scholarly journals Peer mentorship and transformational learning: PhD student experiences

2014 ◽  
Vol 44 (1) ◽  
pp. 52-68 ◽  
Author(s):  
Jane P. Preston ◽  
Marcella J Ogenchuk ◽  
Joseph K Nsiah
Keyword(s):  
Transformational Learning ◽  
Educational Administration ◽  
Graduate Program ◽  
Personal Data ◽  
Formal Structure ◽  
Student Experiences ◽  
Great Capacity ◽  
Peer Mentorship ◽  
Transformational Learning Theory ◽  
Human And Social Capital

The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was unique. Through narrative inquiry, we present personal data and apply concepts of transformational learning theory to analyze our experiences. Our key finding was that it was the ambiguous boundaries combined with the formal structure of our graduate program that created an environment where peer mentorship thrived. We conclude that peer mentorship has great capacity to foster human and social capital within graduate programs for both local and international students.  

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