Student Readiness for Transformative Learning: A Case Study in a Vocational College

2021 ◽  
Author(s):  
Anh Thi Van Pham ◽  
Nam Van Kieu ◽  
Hang Minh Tran
Keyword(s):  
Transformative Learning ◽  
Vocational College ◽  
Student Readiness

Capturing Transformative Moments in a Participatory Values-Based Event

2021 ◽  
pp. 154134462199624
Author(s):  
Felix Okechukwu Dike ◽  
JohnBosco Chika Chukwuorji
Keyword(s):  
Transformative Learning ◽  
Learning Outcomes ◽  
Study Design ◽  
Present Moment ◽  
Case Study Design ◽  
Fresh Perspective ◽  
The Stability

The theory of transformative learning (TL) has been criticized secondhand for its lack of clarity in capturing and explaining in detail the processes undergone by learners who are going through TL experiences and their link to learning outcomes. Using a case study design, and carefully synthesized TL processes (TLPs) from Mezirow’s TL theory, we present—moment by moment—the TLPs linked to outcomes identified among a group of teachers who participated in a values-based workshop. Participants were followed through interviews for over 72 weeks to trace the stability of their TL outcome. TL processes identified were compared to Mezirow’s 10 processes. The article discusses ontological transformations gained and offers fresh perspective to identifying TLPs that can be linked to outcomes.

Problem-posing in management classrooms for collective sustainability transformation

2021 ◽  
Vol 22 (3) ◽  
pp. 477-496
Author(s):  
Janette Brunstein ◽  
Mark Edward Walvoord ◽  
Ed Cunliff
Keyword(s):  
Transformative Learning ◽  
Learning Objectives ◽  
Problem Posing ◽  
Content Type ◽  
Analysis Methodology ◽  
Unique Approach ◽  
Teaching Cases ◽  
Classroom Use

Purpose The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS). Design/methodology/approach A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes. Findings Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory. Research limitations/implications This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ. Practical implications The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues. Originality/value There is limited research and analysis of the identification and implications of using PP pedagogy.

scholarly journals Losing Touch? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course

2021 ◽  
Vol 51 (7) ◽  
pp. 53-64
Author(s):  
Nóra Fazekas ◽  
Kata Beck-Bíró
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Research Directions ◽  
Organisation Development ◽  
Student Teacher Relationship ◽  
Research And Innovation ◽  
Learning Barriers ◽  
University Of Budapest ◽  
Common Vision

The research aimed to discover learning barriers that educators unconsciously raise in students of the organisation development master’s course at Corvinus University of Budapest within an experiential and transformative educational setting. The research follows the interpretive and critical traditions of organisation studies and applies the concept of responsible research and innovation (RRI) in its research design. This article aspires to present a case that can be used by management educators working with experiential pedagogical approaches in higher education. Research results displayed a lack of emotional security and a lack of common vision and understanding as the main obstacles to students’ transformative learning through the experiential learning process. Results suggest dialogical practice for building trust and understanding to eliminate alienation in student-teacher relationship and to improve learning quality. Finally, limitations and further research directions are discussed.

scholarly journals Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland

2021 ◽  
Vol 13 (21) ◽  
pp. 11887
Author(s):  
Eveliina Asikainen ◽  
Annukka Tapani
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Entrepreneurial Education ◽  
Teacher Students ◽  
Vocational Teacher

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

A Case Study of Radical Adult Education and Transformative Learning through a Diverse Adult Learning Workshop

2012 ◽  
Vol 10 (2) ◽  
pp. 108-134 ◽  
Author(s):  
Michelle Glowacki-Dudka ◽  
Darolyn “Lyn” Jones ◽  
Diane Brooks ◽  
Tory Flynn ◽  
William Frankenberger ◽  
...  
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Transformative Learning

Transforming Personal Narratives: An Evaluation of a Songwriting Workshop for Rural Women

2019 ◽  
pp. 154134461986654
Author(s):  
Wendy Madsen
Keyword(s):  
Transformative Learning ◽  
Rural Women ◽  
Personal Narratives ◽  
Well Being ◽  
Transformative Learning Theory ◽  
Reflective Journals ◽  
Social And Emotional ◽  
The Social ◽  
Personal Experiences

The purpose of this article was to evaluate the contribution to the social and emotional well-being of rural women of a 3-day songwriting workshop. Six participants wrote songs and performed these locally and at the Women of the World Festival. Guided by narrative inquiry and transformative learning theory, this case study included data from reflective journals, one-on-one interviews, and written songs. Vignettes of the women’s key life moments were constructed and analyzed thematically. Four themes were identified: the importance and influence of personal experiences on songwriting, learning from process and one another, intrapersonal benefits, and interpersonal benefits. The article argued songwriting workshops provide opportunities for participants to reflect on experiences and to transform their worldviews. That is, songs and the songwriting process can help participants to restory their lives and enhance their sense of social and emotional well-being.

Pre-primary teachers’ perceptions about professionalism and professional development through the lens of transformative learning: A case study in Greece

2017 ◽  
Vol 8 (2) ◽  
pp. 184-194
Author(s):  
Vasiliki S Fotopoulou ◽  
Amalia A Ifanti
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Primary Teachers ◽  
Teachers Perceptions ◽  
Nursery Schools

In this study, pre-primary teachers’ views about professionalism and professional development in state nursery schools in Greece were investigated using a survey. This investigation of teachers’ responses regarding specific issues of professionalism and professional development revealed that the majority of the teachers in the sample valued the importance of their collaboration with colleagues in schools as well as their concern for pupils’ achievement. The findings demonstrated the coherence between teachers’ professionalism and professional development and provide a useful approach to contextualizing these notions through the lens of transformative learning.

scholarly journals Towards a web-based GIS for teaching geo-informatics at under-graduate level in developing countries: a case study of Iran

2014 ◽  
Vol XL-6 ◽  
pp. 67-71
Author(s):  
A. Mobasheri ◽  
H. Vahidi ◽  
Q. Guan
Keyword(s):  
Developing Countries ◽  
Online Education ◽  
Transformative Learning ◽  
Education System ◽  
Research Direction ◽  
Web Gis ◽  
Future Research ◽  
Graduate Level ◽  
Web Based

In developing countries, the number of experts and students in geo-informatics domain are very limited compared to experts and students of sciences that could benefit from geo-informatics. In this research, we study the possibility of providing an online education system for teaching geo-informatics at under-graduate level. The hypothesis is that in developing countries, such as Iran, a web-based geo-education system can greatly improve the quantity and quality of knowledge of students in undergraduate level, which is an important step that has to be made in regard of the famous "Geo for all" motto. As a technology for conducting natural and social studies, geo-informatics offers new ways of viewing, representing and analysing information for transformative learning and teaching. Therefore, we design and present a conceptual framework of an education system and elaborate its components as well as the free and open source services and software packages that could be used in this framework for a specific case study: the Web GIS course. The goal of the proposed framework is to develop experimental GI-services in a service-oriented platform for education purposes. Finally, the paper ends with concluding remarks and some tips for future research direction.

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