Action research and transformative learning in teaching development

Abstract

The article reports on an action research project, informed by transformative learning theory. Transformative learning involves individuals gaining an awareness of their current habits of mind, and resulting points of views accompanied by a critique of their assumptions and premises, an assessment of alternative views, a decision to negate an old perspective or view in favour of a new one, or to make a synthesis of old and new, resulting in more justified beliefs to guide action. The action research was designed to change the perspectives and practices of higher education teachers from a teacher-centred to a learning-centred dialogic approach. The research demonstrated that a transformation in teaching perspective could be achieved through action research that involved inquiring and interactive teaching. However, implementing the new perspective required additional sustained support. The research also confirmed that action research is a viable means of exploring transformative learning in educational settings.

Contributions and silence in academic talk: Exploring learner experiences of dialogic interaction

“…One way of encouraging more participation in dialogic interaction is to ensure that the learners have content knowledge and evidence on which to draw. This can be achieved through appropriate tasks such as guided reading (Gravett, 2004;Gravett & Peterson, 2002). Confidence in topic and having something to say may mitigate some of the tensions outlined by Tan (2003).…”

Professionalization of Teaching in America: Two Case Studies Using Educational Research Experiences to Explore the Perceptions of Pre-Service Teachers/Researchers

“…Methods to influence positive collaborative peer interactions coupled to a pedagogical research topic found intriguing to preservice teachers must be central for the development of any research curricula designed for PSTR. Teacher preparation programs have the capability of transforming future teachers professionally and personally to become the quality teachers needed by a diverse population of students today (Gravett, 2004). This transformation of preservice teachers to perceive themselves as professionals who are capable of conducting educational research to make professional and personal decisions with classroom instruction will place the teaching profession as a recognized profession in the United States (Bushaw & Calderon, 2014).…”

“…Action research is a professional practice and requires an open inquiring mind, with the learning needs of students considered to be the most imperative part of instructional design (Jaruszewicz, 2006;Stringer, Christensen, & Baldwin, 2010). K-12 education systems can be transformed into proactive, professional learning environments using action research as the means for all instructional decision making (Batagiannis, 2011;Good, 2009;Gravett, 2004). K-12 schools are experiencing this transformation now in various areas like science instruction and special education instruction; teachers today are finding the teacher/researcher mantle of using data for decision making fundamental to success for teaching professionals (Lebak & Tinsley, 2010;Roach, Kurz & Elliott, 2015).…”

Study of the Impact of Training of Novice Teachers in the Context of Transformative Learning in Punjab, Pakistan

“…Professional development opportunities do facilitate the perspective transformation. (King, 2002) The use of transformative learning in educational setting carries higher education as its example (Barlas, 2001;Glisczinski, 2007;Gravett, 2004). It also includes cooperate human resources development (Hsiao & Chang, 2011), academic committees (Kokkos, 2010), community education (Silverman, 2004) and professional development for teachers (Griswold, 2007;McQuiggan, 2006).…”