scholarly journals Applying transformative learning theory to understand preservice teachers' learning experiences about formative assessment strategies

2018 ◽  
Author(s):  
Jamie M. Lee Korns
Keyword(s):  
Preservice Teachers ◽  
Transformative Learning ◽  
Formative Assessment ◽  
Learning Theory ◽  
Learning Experiences ◽  
Transformative Learning Theory ◽  
Assessment Strategies

scholarly journals Inner Landscapes: Transformative Learning Experiences of Canadian Education Interns in Greece

in education ◽  
2015 ◽  
Vol 21 (1) ◽  
pp. 115-136
Author(s):  
Eleoussa Polyzoi ◽  
Karen Magro
Keyword(s):  
Preservice Teachers ◽  
Transformative Learning ◽  
Learning Theory ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Frames Of Reference ◽  
Transformative Learning Theory ◽  
New School ◽  
Canadian Education ◽  
Internship Experience

This exploratory study uses transformative learning theory as a lens to interpret and understand the challenges and successes experienced by education students who elect to teach or intern abroad. Transformative learning is a deeper-level learning that challenges learners to understand themselves and their world in new, more nuanced ways. We explore frames of teaching and learning from multiple lenses. Elements of the educational internship experience that emerged from students who participated in this study include initial apprehension, disbelief, and even fear; a disorienting dilemma or incongruent experience within the new school cultural context; a re-evaluation of their frames of reference, and a final emergence of more integrative, inclusive senses of self as “teacher” and “learner.” Transformative learning theory can serve both as a conceptual framework for understanding the experiences of students and as a means of suggesting ways in which educational outcomes can be better designed with a transformative intent in mind. We then present implications for teaching and learning and suggestions for future studies.            Keywords: international experience; preservice teachers; internship; transformative learning; frames of reference

scholarly journals Exploring transformative learning experiences of the vocationally interested and vocationally disinterested pre-service teachers in selected teacher training colleges in Zimbabwe

2021 ◽  
Author(s):  
◽  
Esnati Macharaga ◽  
Keyword(s):  
Teacher Training ◽  
Transformative Learning ◽  
Student Teachers ◽  
Learning Theory ◽  
Learning Experiences ◽  
Teaching Profession ◽  
Transformative Learning Theory ◽  
Spiritual Support ◽  
Teacher Training Colleges ◽  
Analysis Strategy

The purpose of this study was to explore the transformative learning experiences of 40 vocationally interested and vocationally disinterested pre-service teachers in four selected teacher training colleges in Zimbabwe. This multi-site case study was guided by Mezirow’s tenphase Transformative Learning Theory to understand and unpack the pre-service teachers’ transformative learning experiences, how they understood their transformative learning, and the forms of support offered by the institutional communities that enhanced their transformative learning experiences. Having employed a multi-modal approach which involved focus group discussions, individual face-to-face interviews and continuum drawings and discussions to generate data, a qualitative data analysis strategy using open coding was adopted. Findings suggested that student teachers experienced transformative learning through two major avenues: disorienting dilemmas and learning experiences. While the majority of the pre-service teachers, both the vocationally interested and the vocationally disinterested, experienced transformative learning in teacher education, this thesis found that some did not experience transformation. From the findings, the pre-service teachers investigated understood their transformative learning as embracing two domains: transformative learning as change (of perceptions, views, attitudes and beliefs and understanding of the teaching profession); and transformative learning as the acquisition of knowledge and skills. Such change and knowledge acquisition gave rise to personal awareness that created new ways of thinking and seeing the world. Infrastructural (libraries, theatres, halls of residence), material (computers, books) and human (staff, peers) resources, as well as spiritual support, emerged as critical for enhancing student teachers’ transformative learning. However, where infrastructural resources offered inadequate spaces, particularly in private institutions, this tended to limit the pre-service teachers’ transformative learning experiences. This study thus recommends the provision of adequate and spacious learning spaces to foster student teacher transformative learning. Drawing on Mezirow’s ten-stage Transformative Learning Theory, it is argued that vocationally interested and vocationally disinterested pre-service teachers experienced transformative learning differently. Although the transformative learning phases were sequential and undeviating in Mezirow’s Transformative Learning Theory, for the pre-service teachers investigated, the transformative learning experiences were neither linear nor experienced by having passed through all ten stages. This thesis discovered that vocationally interested pre-teachers achieved transformative learning having passed through fewer stages of Mezirow’s Transformative Learning Theory, while their vocationally disinterested counterparts had to move through more stages to realise shifts in their paradigms. The thesis suggests a need for comprehensive longitudinal studies, drawing on this framework to trace the transformative learning journeys of pre-service teachers from first year to third year, to understand their transformative learning experiences as well as establish whether or not all of them experience perspective changes at the end of their teacher training

Development of EFL Student Global Mindedness Through Transformative Learning in the Literature Classroom at a Thai University

2020 ◽  
Vol 18 (4) ◽  
pp. 293-309
Author(s):  
Sukanya Kaowiwattanakul
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Learning Experiences ◽  
Structured Interview ◽  
Transformative Learning Theory ◽  
Literature Classroom ◽  
Global Mindedness ◽  
Foreign Language Learners ◽  
Before And After ◽  
English Major

This study investigated English as a foreign language learners’ global mindedness through the use of transformative learning experiences in the literature classroom. The sample consisted of 50 second-year English major students who were enrolled in the introduction to literature course in the academic year 2018 at a public university in the northern part of Thailand. The instruments included six lesson plans using transformative learning theory to promote global mindedness, a Global Mindedness Scale, a classroom observation schedule, and a list of semi-structured interview questions. The t test was used to compare the participants’ global mindedness before and after engaging in the activities based on transformative learning theory. Content analysis was also performed on the students’ work output to explore their transformational learning experiences. This study found that student global mindedness following participation in activities based on transformative learning theory was significantly higher compared to their global mindedness prior to engaging in the activities.

Preservice Teachers’ Perspective Transformations as Social Change Agents

2016 ◽  
Vol 15 (1) ◽  
pp. 37-58 ◽  
Author(s):  
Kelli Woodrow ◽  
Vicki Caruana
Keyword(s):  
Preservice Teachers ◽  
Transformative Learning ◽  
Learning Experiences ◽  
Change Agents ◽  
Reflective Writing ◽  
Learning Activities ◽  
Transformative Learning Theory ◽  
Preparation Programs ◽  
Capstone Course ◽  
K 12

In this article, we investigate whether, and in what ways, the learning experiences in a capstone course in reflective teaching impact the perspective transformations (PT) of preservice teachers toward a diverse K-12 student population and the plans of preservice teachers to take future action as change agents. Using an adaptation of the Learning Activities Survey as a measure of PT and as a way to identify those learning experiences that may contribute to such transformations as well as textual analysis of participants’ reflective writing, we connect personal transformation and local and limited agency. Developing significant praxis may require additional learning experiences and time. Transformative learning theory is presented as a possible frame for developing meaningful learning experiences that impact a change in perspective of preservice teachers in their preparation programs.

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.

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