Critical Autobiography for Transformative Learning

Morrison, Connie

doi:10.1057/9780230610576_7

Cited by 1 publication

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“…Joining in some communities of practice through rational discourse practicingnot just of presenting the world, but of signifying the world, constituting and constructing the world in meaning in Ronhalt's view cited in Erickson, 2007: p. 140) is of great importance in fostering transformative learning. Morrison (2008) reports that transformative learning often requires a "structural shift" in the way thoughts, feelings, and actions are conceptualized. "This shift is at once conscious, Journal of Research in Curriculum, Instruction and Educational Technology dramatic, and lasting; and it holds an opportunity to change the way we are in the world.…”

Section: Requirements Of Transformative Learningmentioning

confidence: 99%

Transformative Teacher Education in the Community of Knowledge

Al-Hadi

2018

Journal of Research in Curriculum Instruction and Educational T

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eacher education aims to foster a change in perspective in teaching and learning within various educational contexts from prospective teachers to real teachers. This change is often seen to involve three forms of knowing: knowing "that", knowing "how", and knowing "why". Transformative learning has much to do with such a change. When prospective teachers critically reflect on teaching as a process, and are engaged in a rational dialogue within a safe, supportive, collaborative classroom environment, they will be able to accomplish the outcomes coming and then consider them in future practices: elaborating or redefining the existing frames of reference, learning new frames of reference, transforming points of views, and transforming habits of mind. By so doing, they can become transformative teachers who can affect their learners-implicitly or explicitly-to be transformative as well.Therefore, this paper addresses how transformative learning can be activated in teacher education programs in general for constructing a community of knowledge. The paper has four main sections. Section one deals with the relationship between transformative learning, critical reflection and teacher education. Section two tackles the form, the features and the requirements of the pedagogic context for developing transformative learning. The paper concludes with section three which proposes a conceptual model for using transformative

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Section: Requirements Of Transformative Learningmentioning

confidence: 99%

Transformative Teacher Education in the Community of Knowledge

Al-Hadi

2018

Journal of Research in Curriculum Instruction and Educational T

View full text Add to dashboard Cite

show abstract

Critical Autobiography for Transformative Learning

Cited by 1 publication

References 7 publications

Transformative Teacher Education in the Community of Knowledge

Transformative Teacher Education in the Community of Knowledge

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