Participating in a doctoral program can be a transformative experience that shapes the identity of the learner. What learning spaces might best facilitate that identity development? This article presents the findings of a study examining doctoral student perspectives of participating in a Community of Practice (COP) intentionally used to foster emerging scholar identities. The researchers examined the actual experience of the participants, explored the impact on their identities as scholars, and, finally, compared with other types of similar teaching models. The findings suggest identities shifted and self-efficacy increased among all the participants in the COP. In addition, the power of this model may be most important in the area of continuity and continued growth a year after the class ended.
This article showcases the voices of eight doctoral students and graduates, from two different universities and doctoral programs, who participated in peer mentoring through their communities of practice that were formed to support their learning and development.
How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.
Critical theory points out that cultural norms do not reflect the experiences of a large portion of adult learners, particularly urban adult learners. As adult educators in this context, are there ways we might improve or change our instruction by developing a critical understanding of the transitional and transformational events in the lives of adult learners entering into career and technical education program? What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches to learning for urban adult learners transitioning into a career and technical education classroom, after years of disengagement with formal learning institutions and the need to update their technology skills? In this chapter, the authors discuss the need to use alternative conceptions of transformative learning and critical theory to understand this population of learners as they make the decisions to participate in more formal education programs. They also explore the key issues for adult education practitioner including implications for practice.
Critical theory points out that cultural norms do not reflect the experiences of a large portion of adult learners, particularly urban adult learners. As adult educators in this context, are there ways we might improve or change our instruction by developing a critical understanding of the transitional and transformational events in the lives of adult learners entering into career and technical education program? What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches to learning for urban adult learners transitioning into a career and technical education classroom, after years of disengagement with formal learning institutions and the need to update their technology skills? In this chapter, the authors discuss the need to use alternative conceptions of transformative learning and critical theory to understand this population of learners as they make the decisions to participate in more formal education programs. They also explore the key issues for adult education practitioner including implications for practice.
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