Critiques and evolutions of transformative learning theory

Hoggan, Chad; Hoggan-Kloubert, Tetyana

doi:10.1080/02601370.2022.2164434

Cited by 4 publications

(6 citation statements)

References 20 publications

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“…The researchers finally brought their analysis which was done without prior discussion with one another, they cross checked data codes and themes, discussed placement of excerpts within subthemes, reached consensus after discussion, and finalized the names of themes. This researchers' triangulation lends greater credibility to the observations (27). In the sixth phase, the process of member checking, peer debriefing on final report and audit trailing were carried out.…”

Section: Credibility Thick Descriptionmentioning

confidence: 83%

“…But transformational theory only talks about beliefs challenged by disorienting dilemma and intellectual discourse causing transformation. Whereas, transformation is a complex process, and it cannot occur without social interactions, a fact agreed by Mezirow in later articles ( 28 , 29 ). The cognitive processes causing transformation are still not completely understood and Transformational theory is still underconstruction ( 28 , 29 ).…”

Section: Methodsmentioning

confidence: 93%

“…Whereas, transformation is a complex process, and it cannot occur without social interactions, a fact agreed by Mezirow in later articles ( 28 , 29 ). The cognitive processes causing transformation are still not completely understood and Transformational theory is still underconstruction ( 28 , 29 ). We had planned ways to include all three types of participation within CoP of medical teachers during this course, developed interactive tasks to endorse experiential learning with peers, and fostered mentoring and feedback throughout the program, therefore, the Lave and Wenger’s theory of Community of Practice derived from situated learning seemed more appropriate to identify the processes leading to transformation ( 10 ).…”

Section: Methodsmentioning

confidence: 93%

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Transforming professional identity of medical teachers in Pakistan by a certificate program in health professions education: a thematic analysis of reflective essays

Kiran,

Ayub,

Rauf

et al. 2024

Front. Med.

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IntroductionA teacher’s professional identity development is a dynamic and continuous process that requires rigorous, longitudinal, faculty development initiatives which are designed to work on individual professional growth. Impact of such programs must be evaluated by qualitative means to identify the process of change; The purpose of our study was to investigate whether and how our thoughtfully designed 6-month certificate program has transformed the professional identity of medical teachers.MethodsThe study was conducted in National University of Medical Sciences, Pakistan using thematic analysis, wherein a weekly task of guided reflective writing, on Moodle, was given. Data was analyzed in six phases to achieve credibility and transferability.ResultsBy analyzing 202 reflective writings, seven subthemes were identified which manifest transformation in certain aspects of identity of participants and grouped under three major themes. The seven subthemes represent transformative journey of participants and include recognizing millennial learners’ dilemma, identifying learning gaps and overcoming barriers, discovering a newer version of self, alternative frame of thinking, transforming traditional classroom, conducive learning environment and Community of Practice. Three major themes identified were Awareness, Modeling and Socialization which represent three processes bringing transformation in participants.ConclusionOur faculty development program has transformed certain aspects of professional identities of medical teachers by incorporating informal teaching strategies of experiential learning, professional socialization, reflections, and role modeling. Participants’ beliefs and practices on teaching were challenged by giving a disorienting dilemma of millennial learners and learning theories. They underwent critical discourse with professional peers and mentors in community of practice, reflected on their traditional teaching practices, acquired new insight, underwent self-discovery, and introduced digitalization and interactive learning strategies within their classrooms.

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Section: Credibility Thick Descriptionmentioning

confidence: 83%

Section: Methodsmentioning

confidence: 93%

Section: Methodsmentioning

confidence: 93%

See 1 more Smart Citation

Transforming professional identity of medical teachers in Pakistan by a certificate program in health professions education: a thematic analysis of reflective essays

Kiran,

Ayub,

Rauf

et al. 2024

Front. Med.

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show abstract

“…This study takes place in the rich academic debate on transformative learning theory (Eschenbacher, 2019;Hoggan and Hoggan-Kloubert, 2023;Hoggan, 2016) initially developed by the seminal work of Mezirow (Mezirow, 1978(Mezirow, , 1990(Mezirow, , 2000. In the following discussion, we developed, in several sections, how our findings concur with other research and, to a some extent, contribute to "a theory in progress" (Taylor and Cranton, 2013;Hoggan and Hoggan-Kloubert, 2023).…”

Section: Discussion and Contributionsmentioning

confidence: 99%

“…Imbrication of individual critical self-reflection and collective interactions in transformation Some researchers have expressed some critiques towards the work of Mezirow, considering that his transformative learning theory was too focussed on the individual with less consideration of the role of interactions with others in the transformation process (Christie et al, 2015;Hoggan and Hoggan-Kloubert, 2023). For Mezirow, the individual critical selfreflection is central to questioning and challenging frames of references, assumptions and meaning perspective (Kitchenham, 2008).…”

Section: Social Changesmentioning

confidence: 99%

Women-only training programmes as tools for professional development: analysis and outcomes of a transformative learning process

Chasserio

Bacha

2023

EJTD

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Purpose Based on the transformative learning theory, this paper analyses a French women-only training programme (WOTP) that aims to develop women’s soft skills in their professional contexts. This paper aims to focus on the process of personal transformation, the collective dimensions and the unexpected effects of the transformation. Design/methodology/approach This paper used a mixed qualitative design that mainly combines a qualitative two-step study of 47 women to assess their personal changes in terms of self-confidence, self-efficacy and assertiveness. This paper used 13 semi-structured interviews to explore the perceived changes in-depth. Findings The analysis shows that beyond “fixing their lack of skills” – including self-limiting behaviours, low feelings of self-efficacy and difficulty claiming one’s place – a WOTP can trigger a transformational learning experience at the individual level and can modify the surveyed women’s attitudes and behaviours at work. The results also highlight the collective dimension of transformation and, to some extent, an avenue for a societal transformation. Practical implications One can state that these WOTPs may positively contribute to human resources development in organisations, and that they may be considered a relevant practice in the move to promote women and gender diversity in organisations. Originality/value The findings reveal that, at their individual levels, these women may become agents of change by influencing and acting in their professional lives. The results stress that training women may contribute to organisational changes in terms of gender diversity. These findings contribute to the enrichment of the transformative learning theory by developing the collective and societal dimensions.

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Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics

Winstanley,

Thompson,

Tan

2024

Journal of Visual Literacy

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Critiques and evolutions of transformative learning theory

Cited by 4 publications

References 20 publications

Transforming professional identity of medical teachers in Pakistan by a certificate program in health professions education: a thematic analysis of reflective essays

Transforming professional identity of medical teachers in Pakistan by a certificate program in health professions education: a thematic analysis of reflective essays

Women-only training programmes as tools for professional development: analysis and outcomes of a transformative learning process

Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics

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