Immersion in Indigenous Agriculture and Transformational Learning

2018 ◽  
Vol 43 (1) ◽  
pp. 90-106
Author(s):  
Maya Mandala Lukoff
Keyword(s):  
Transformational Learning ◽  
Indigenous Agriculture

Multicultural Counseling Psychology Pedagogy: A Qualitative Study of Transformational Learning

2007 ◽  
Author(s):  
Jesse N. Valdez ◽  
Camille C. Gonzalez ◽  
Amber N. Olson ◽  
Shih-Ming Shih ◽  
Jennifer M. Caspari
Keyword(s):  
Qualitative Study ◽  
Transformational Learning ◽  
Multicultural Counseling ◽  
Counseling Psychology ◽  
Psychology Pedagogy

Shifting Roles in Continuous Advising Sessions

Relay Journal ◽  
2019 ◽  
pp. 69-72
Author(s):  
Huw Davies ◽  
Robert Stevenson ◽  
Isra Wongsarnpigoon
Keyword(s):  
Learning Process ◽  
Transformational Learning ◽  
Learning Trajectory ◽  
Learner Readiness ◽  
Linguistic Support ◽  
Reflective Dialogue ◽  
Open Mind ◽  
To Receive

It is common for learning advisors to receive a request such as conversation practice or simple linguistic support in our institution simply because learners find them accessible and friendly. Although this may not be the usual role of a learning advisor, it can be the beginning of a long-lasting reflective dialogue. Learning advisors are aware that the learners’ initial interest is not necessarily an opportunity for reflection on their learning process. Nevertheless, they also acknowledge the fact that learner readiness for reflection varies depending on the learner. Thus, while advisors appear to be “conversation partners” at first, they endeavor to create reflective dialogues by incorporating advising strategies in each session. As the learning trajectory that the learner follows is not always straightforward, keeping an open mind and engaging in each advising session is crucial. The following stories depict the importance of openness to learners’ needs and maintaining continuous advising sessions in order to generate transformational learning.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

My living theory of a professional framework for art education

2020 ◽  
pp. 147675032097101
Author(s):  
Merna Meyer ◽  
Lesley Wood
Keyword(s):  
South African ◽  
Transformational Learning ◽  
Social Issues ◽  
Leadership Skills ◽  
Art Teachers ◽  
Pedagogical Strategies ◽  
Diverse Learning ◽  
African Context ◽  
Learning Platforms ◽  
Reflective Practitioners

This article explains my living educational theory in the form of a professional framework that I call PART, which conceptually unites the roles of the artist, researcher and teacher (ART) to foster critical, participatory (P), and socially engaged action. I discuss how I improved my practice over four action research cycles to be more in line with my professed values of creativity, connectedness and care, followed by six learning platforms conducted with pre-service art teachers and community children in a South African context. Evidence of the students’ transformational learning was gathered over six learning platforms. Reflecting on my observations, pedagogical strategies and on students’ visual images and critical reflections on their learning, I found that the professional framework changed pre-service art teachers’ views – they became more learner-centred, using art as a mediating tool to engage learners in thinking about critical social issues and developed collaborative and leadership skills. The fundamental principles of the framework, aimed at developing critically engaged and reflective practitioners, working in diverse learning environments could be applied to almost any discipline within teacher education.

Transformation and Cross-Cultural Adaptation of Teacher Candidates in an International Student Teaching Program

2021 ◽  
pp. 154134462110285
Author(s):  
Kelley M. King ◽  
Kathryn V. Dixon ◽  
Ricardo González-Carriedo ◽  
Lisbeth Dixon-Krauss
Keyword(s):  
Student Teaching ◽  
Transformational Learning ◽  
Cultural Adaptation ◽  
Teacher Candidates ◽  
International Student ◽  
Cross Cultural ◽  
Cross Cultural Adaptation ◽  
Cultural Adaptability ◽  
The Cross ◽  
International Student Teaching

This case study addressed effects of international student teaching on U.S. teacher candidates’ cross-cultural adaptability and perspectives on language, culture, and schooling. Interviews and the Cross-Cultural Adaptability Inventory were collected from 18 participants before and after 4 weeks student teaching internationally. Interviews were coded using the Cross-Cultural Adaptability Inventory dimensions and interpreted using Mezirow’s transformational learning theory. Findings suggested that increased cross-cultural adaptation aligns with transformational learning. Transformational learning led participants to question assumptions and consider incorporating different perspectives in future teaching.

Identity Transformation as an Intercontextual Process

2006 ◽  
Vol 20 (5) ◽  
pp. 317-326 ◽  
Author(s):  
Sven De Weerdt ◽  
René Bouwen ◽  
Felix Corthouts ◽  
Hilda Martens
Keyword(s):  
Professional Identity ◽  
Transformational Learning ◽  
Identity Transformation ◽  
Theoretical Understanding ◽  
Organizational Behaviour ◽  
Self Confidence ◽  
Self Worth ◽  
Identity Learning ◽  
The Individual ◽  
Student Interns

Societal and organizational change requires people to change their professional identity continuously. Starting from two theoretical traditions that address identity and learning, the authors analysed the learning narratives of two sets of learners – participants in a two-year experiential learning programme and student interns, both in the domain of organizational behaviour. They then developed a model of transformational learning for two aspects of a learner's professional identity: (1) the change in concepts and images that relate to who we consider ourselves to be; and (2) the development of a healthy self-worth and self-confidence. This differentiation of transformational learning into two distinct and complementary processes constitutes the contribution of this research to the theoretical understanding of identity transformation. By means of the notion of ‘intercontextuality’, the authors also describe the process that integrates the individual sense-making perspective and the relational–participatory perspective on identity learning.

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