scholarly journals Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers

2011 ◽  
Vol 46 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Susan M. Brigham
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Adult Learning Theory ◽  
Transformative Learning Theory ◽  
Multiple Perspectives ◽  
Teacher Professional ◽  
Maritime Canada ◽  
Two Phases

In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of origin. I illustrate a process through which participants can weave multiple perspectives, unpack constructed realities, and become more reflective about their teacher identity and teaching practice.

At the Crossroads of Transformative Learning and SoTL

2020 ◽  
pp. 201-220
Author(s):  
Rachel C. Plews ◽  
Moira Laffranchini Ngoenha
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
Faculty Member ◽  
Learning Theory ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Transformative Learning Theory ◽  
Systematic Reflection ◽  
Reflection On Practice

This chapter explores the ongoing collaboration between an educational developer and a faculty member at a university of teacher education in Switzerland as an inquiry into one's teaching practice to improve the implementation of the flipped classroom approach. Through the lens of transformative learning theory, the chapter examines how SoTL can serve as faculty enrichment in addition to an approach for systematic reflection on practice. Special attention is paid to the role of the educational developer as a mentor throughout the inquiry. The chapter concludes with practical strategies for developing a productive SoTL relationship between educational developers and faculty member, as well as visibility across an institution.

scholarly journals Transformative Learning: Evolutions of the adult learning theory

Phronesis ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 5-17
Author(s):  
Chiara Biasin
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Transformative Learning Theory ◽  
Self Sufficiency ◽  
Core Concepts ◽  
Research Questions ◽  
Autonomous Development ◽  
Dominant Theory

This paper investigates how Transformative Learning has developed as the dominant theory in adult learning and education. The goals are to analyze the progressive self-sufficiency of the Theory from its discoverer and to examine its expansion as a mainstream in the field. The hypothesis is that the massive spread of the theory of Transformative Learning is due to its appeal as a master key to transformation. This has allowed the ‘autonomous’ development from Mezirow itself and the vast diffusion to the great detriment of conceptual coherence. The research questions are: How did Transformative Learning establish itself as a theory of adult education? What characteristics are at the base of this good fortune? How did Mezirow explore and then define the theory of Transformative Learning? Is the Mezirow’s reference theory another name for the Transformative Learning Theory? The article starts with the birth of Transformative Learning and then focuses on the consolidation of some core-concepts of the theory. The diffusion of different approaches will be discussed. Finally, the international affirmation of Transformative Learning is presented with references to the European network.

THEORIZING THE CONCEPT OF TRANSFORMATIVE LEARNING EXPERIENCE IN THE CONTEXT OF TEACHER PROFESSIONAL DEVELOPMENT

2019 ◽  
Vol 5 ◽  
pp. 119
Author(s):  
Līva Goba
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Teacher Professional Development ◽  
Learning Theory ◽  
Large Scale ◽  
Learning Experience ◽  
Teaching Profession ◽  
Transformative Learning Theory ◽  
Clear Cut ◽  
Teacher Professional

The concept of learning experience holds its eminent place within the paradigm of constructivism in contemporary educational science. The study process is being designed and construed to foster educative experiences in accordance with the desired learning outcomes. Transformative learning theory and the concept of perspective transformation marks a specific type of learning experience – one that reconstructs the frame of reference of the learner. Such a paradigmatic shift is also considered necessary for large-scale educational reforms to succeed. Transformative learning theory itself doesn’t provide clear-cut solutions for implementation of a certain reform ideology, to the contrary – it questions the assumptions that guide one’s action in order to construct a more inclusive, better informed and functional meaning perspective which may disagree with the assumptions that are imposed institutionally. As part of teacher professional development, transformative learning practices hold a promise for emancipation of the teaching profession and the development of agency. This article theorizes the concept of learning experience from the perspective of phenomenology and the theory of transformative learning, bringing forward the concept of transformative learning experience. The aim of the research is to explore the concept of transformative learning experience as an object of study within teacher professional development. 

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.

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.

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.

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.

Maximizing Cross-Cultural Learning From Exchange Study Abroad Programs: Transformative Learning Theory

2020 ◽  
Vol 24 (5) ◽  
pp. 535-554
Author(s):  
Agnieszka Chwialkowska
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Theory ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Transformative Learning Theory ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Study ◽  
Travel Abroad

While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.

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