scholarly journals School leaders' perceptions of Missouri's outdoor leadership experience

2021 ◽  
Author(s):  
◽  
Jenni Hayes
Keyword(s):  
Transformative Learning ◽  
Leadership Training ◽  
School Administrators ◽  
Transformative Learning Theory ◽  
Training School ◽  
Outdoor Leadership ◽  
Future Design ◽  
Effective Leaders ◽  
Leadership Experience ◽  
Outdoor Experiences

Training school administrators to be more effective leaders through Missouri's Outdoor Leadership Experience is a unique concept that has been in place since 1987. Many other fields have used outdoor experiences for leadership training. This qualitative study discusses participants' perceptions of their experience and how it has impacted their leadership moving forward. Analysis of data was based upon Mezirow's Transformative Learning Theory and recommendations for future design of the program were made.

Transformative Learning and Educational Technology Integration in a Post-Totalitarian Context

2012 ◽  
pp. 128-144 ◽  
Author(s):  
Wendy Griswold
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Qualitative Study ◽  
Transformative Learning ◽  
Russian Federation ◽  
Classroom Practice ◽  
School Administrators ◽  
Transformative Learning Theory ◽  
Multiple Sources ◽  
Continued Learning

This study focuses on the professional development experiences of teachers in the Altai Republic, Russian Federation. The Russian educational system is undergoing computerization, and teachers are learning to integrate educational technology into classroom practice. This qualitative study explored the potential perspective transformation experienced by teachers, using multiple sources of evidence (interviews with program and school administrators, school teachers, observation). Findings indicated that teachers are beginning to think and act in new ways based on their experiences with educational technology. Teachers are also collaborating in this learning process, which provides an important support for continued learning and growth. Findings also indicate transformative learning theory (TLT) is a useful framework for exploring transformative learning in this non-Western setting and helped to uncover elements of transformative learning which may be culturally determined.

Transformative Learning in an Online Environment

2010 ◽  
Vol 1 (2) ◽  
pp. 1-9 ◽  
Author(s):  
Patricia Cranton
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Online Teaching ◽  
Transformative Learning Theory ◽  
Online Environment

The purpose of this article is to explore the potential for fostering transformative learning in an online environment. It provides an overview of transformative learning theory, including the variety of perspectives on the theory that have evolved as the theory matured. Strategies and practices for fostering transformative learning are presented, followed by a description of the online environment and how strategies for encouraging transformative learning might be carried into that environment. Students’ voices are brought in to corroborate and to question the importance of these strategies. The article concludes with a discussion of how an educator’s style and strengths can be brought into online teaching, especially with a view to helping learners examine their meaning perspectives.

Exploring Transformative Learning at the Cultural Interface: Insights From Successful Aboriginal University Students

2018 ◽  
Vol 49 (1) ◽  
pp. 2-13
Author(s):  
Braden Hill ◽  
Grantley Winmar ◽  
Jenna Woods
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Transformative Learning Theory ◽  
Adult And Continuing Education ◽  
Emotional Challenges ◽  
Education Theory ◽  
Cultural Interface ◽  
Transformative Impact ◽  
Adult And Continuing ◽  
Western Australian

Transformative learning theory articulates a process whereby students experience a change in perspectives that expands and transforms their worldview. Despite being well established and regarded within the literature relating to adult and continuing education, Mezirow's (1978) seminal education theory remains largely absent in the research relating to Indigenous higher education. This study explores the transformative impact of university learning on the student journeys of three Aboriginal graduates from a Western Australian university. Applying a collaborative auto-ethnographic approach, each author-participant's personal narrative of their student experience was exposed to comparative, thematic and critical analysis. It was found that each author had faced similar cognitive and emotional challenges at university. Significantly, it emerged that university had changed the author-participants’ identities in ways that aligned with Mezirow's transformative learning construct. The narrative data also revealed elements that appeared related to the students’ negotiation of Nakata's cultural interface. A dominant theme in the data referred to the relationships formed during university, as being integral to transformation. Furthermore, family was understood to have a paradoxical influence on their educational journey. The insights garnered from this study prompt further consideration as to how transformative learning theory might be mobilised at the cultural interface.

Exploring My Images of Mathematics and Its Influence on Learning

2020 ◽  
Vol 11 ◽  
pp. 23-48
Author(s):  
Basanta Raj Lamichhane
Keyword(s):  
Mathematics Education ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Lived Experiences ◽  
Quality Standards ◽  
Ethnographic Research ◽  
Transformative Learning Theory ◽  
Pedagogical Approach ◽  
Negative Images ◽  
Teaching Learning

The major aim of this paper is to explore my images of mathematics and its influences on my teaching-learning strategies. I have employed an auto/ethnographic research design to excavate my lived experiences largely informed by interpretive and critical paradigms. To generate field texts dialectical and historical-hermeneutic approaches have been used. The Habermas’ knowledge constitutive interest and Mezorows’ transformative learning theory were used as theoretical referents. The writing as a process of inquiry has been used to create layered texts through thick descriptions of the contexts, critical self-reflexivity, transparent and believable writing aiming to ensure the quality standards of the research. The research illuminates that most of the negative images of mathematics have been emerged by the conventional transmissionist ‘one-size-fits-all’ pedagogical approach. Likewise, it has indicated that to transform mathematics education practices towards more empowering, authentic, and inclusive ones, it must be necessary to shift in paradigms of teaching and practitioners’ convictions, beliefs, values, and perspectives as well.

Risky Media

2013 ◽  
pp. 286-304
Author(s):  
Matthew J. Kruger-Ross ◽  
Tricia M. Farwell
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Transformative Learning Theory ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Assessment Technology

This chapter seeks to critically examine and question common assumptions underpinning educators’ use and incorporation of technology in the classroom. Drawing upon transformative learning theory, the authors argue that incorporating technology in education cannot and should not be done without first questioning assumptions regarding power, teaching, and assessment. Technology is transforming education in expected ways, but can also transform education in unexpected, unexplored ways. Educators need to move beyond the quick fix of bulleted lists to explore the implications of technology in the classroom more fully.

A Case Study of Transformational Teaching Experiences of Higher Education Faculty in the United States

2014 ◽  
pp. 111-139
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Higher Education ◽  
United States ◽  
Transformative Learning ◽  
The United States ◽  
Theoretical Framework ◽  
Transformative Learning Theory ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Teaching Experiences ◽  
Transformational Teaching

This chapter is a study of teacher experience amongst higher education faculty in the United States, drawing on a theoretical framework shaped by Mezirow's transformative learning theory, which first emerged in the late 1970s and has seen subsequent adaptations. Mixed-method research was used to analyze data on the transformational teaching experiences of faculty and examine the narratives of teacher experience based on this transformative learning theory framework. Data collected from 90 higher education faculty members were analyzed with regard to their transformational teaching experiences. Results indicate that the majority of faculty experienced transformational teaching. Mentoring, dialogue, critical reflection, personal reflection, scholarship, and research emerged as the educational factors shaping these experiences while relocation or movement, life changes, and other cultural influences were revealed as the non-educational factors. In addition to this, the chapter entails discussion of the theoretical framework of transformative learning as it applies to this research.

Learning Outcomes in Online Graduate Education Courses

2010 ◽  
pp. 89-96
Author(s):  
Greg Kearsley
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Critical Analysis ◽  
Online Courses ◽  
Discussion Forum ◽  
Transformative Learning Theory ◽  
Online Classes ◽  
Graduate Courses ◽  
High Degree ◽  
Education Courses

This chapter examines the relevance of transformative learning theory as it applies to online graduate courses. It is argued that the nature of learning that occurs in such courses involves a high degree of reflection and critical analysis and hence is well described by transformative theory. Discussion forum postings from 3 different courses at different institutions are analyzed in terms of the meaning structures defined by Mezirow. The results support the assertion that meaning schema and perspectives are being created and changed as a consequence of interaction with peers and instructors during online classes. A number of suggestions for refining the study of transformative learning in online courses are provided.

The Impact of Language Use and Academic Integration for International Students

2019 ◽  
Vol 9 (2) ◽  
pp. 1-13
Author(s):  
Michelle L. Amos ◽  
Rachel C. Plews
Keyword(s):  
Transformative Learning ◽  
Technology Use ◽  
International Student ◽  
Language Use ◽  
International Study ◽  
Transformative Learning Theory ◽  
Online Activity ◽  
Culturally Based ◽  
Study Sites ◽  
The Impact

This article investigates the prevalence of online activity and preferred language use in these tasks. A survey was administered to students enrolled at three institutions to determine the frequency of their engagement in different online tasks in addition to the language(s) that they used. This work uses Transformative Learning Theory as a lens to examine how these students use language to navigate their transition into their new roles as college students and members of new communities. Several differences were noted among the study sites, reflecting the culture of the region and the varied student populations. The authors suggest minor revisions of the measure and continued investigation with additional international study sites to broaden data and allow for specific, culturally-based suggestions for improved student support. Increases in both international student enrollment and technology use require exploration of how these students use the Internet. This work is unique addressing the need to balance student emotional support needs and their need for language acquisition.

scholarly journals Transformative teaching in Higher Education for Sustainable Development: facing the challenges

2019 ◽  
Vol 28 (3) ◽  
pp. 324-326 ◽  
Author(s):  
Ruth Förster ◽  
Anne B. Zimmermann ◽  
Clemens Mader
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Learning Theory ◽  
Tertiary Education ◽  
Schematic Model ◽  
Transformative Learning Theory ◽  
Transformative Teaching ◽  
Major Teaching ◽  
Teaching In Higher Education

Are teachers ready to support sustainability transformations in tertiary education? We frame major teaching challenges within transformative learning theory and offer a schematic model of transformative learning including liminality and emotions.

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