Dancing on the Threshold of Meaning

Berger, Jennifer Garvey

doi:10.1177/1541344604267697

Cited by 97 publications

(37 citation statements)

References 5 publications

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“…With an eye toward extending these findings, for the purposes of this study, we utilize TLT to make sense of participants' experiences in two different study abroad trips: one 3-week experience similar to those discussed by Perry et al and one semester-long program similar to one studied by Cushner and Mahon (2002). We not only refer to the study abroad catalyst for transformative learning as a "disorienting dilemma," but also draw on Lange's (2004) term "pedagogical entry points" and Berger's (2004) "transitional zones" as a way to talk about Downloaded by [Chinese University of Hong Kong] at 17:34 04 February 2015 adult learners who are at the "edge of their knowing" (Berger, 2004, p. 338). Looking across two different study abroad programs answers calls from Taylor (2007) for more "in-depth research into the catalyst of transformative learning .…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers

Dunn

Dotson

Cross

et al. 2014

Action in Teacher Education

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This comparative case study analyzes two study abroad experiences for preservice teachers-a 4-month student teaching placement in Sweden and a 3-week intensive intercultural course with school observations in France. Although they differed in duration and structure, both programs focused on developing preservice teachers' understandings of diversity and pedagogy in a global context. Using transformative learning theory (Mezirow, 1991) and drawing on grounded theory methods, research questions included (1) What are preservice teachers' experiences in two different study abroad programs focused on local/global diversity and pedagogy? (2) According to participants, what programmatic elements contribute to transformative learning experiences in such programs? Results underscore the need for relevant and interactive assignments, hands-on experiences, and support for personal growth in programs that aim to help preservice teachers "go global." Implications are raised for future research, teacher education, and university programming.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers

Dunn

Dotson

Cross

et al. 2014

Action in Teacher Education

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“…In TLP, this disorienting dilemma arose from defining beliefs and values about music education, weighing these beliefs and values with current practices in music education, and reflecting on personal practices. Berger (2004) characterized challenges that push students to the edge of their understanding as a "liminal space [where] we can come to terms with the limitations of our knowing and thus begin to stretch those limits" (p. 338). Berger's work invites consideration of the ways that TLP helped participants find the edge of their understanding, provided "good company at the edge, and helped [them] build firm ground in a new place" (Berger, 2004, p. 346).…”

Section: Tlp As Transformative Learningmentioning

confidence: 99%

“We All Have a Little More Homework to Do:”: A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice

Salvador

Paetz

Tippetts³

2020

Journal of Research in Music Education

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The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz’s constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named “transformative learning processes (TLP) for practicing music teachers encountering social justice.” TLP comprises four interrelated components: “building Gemütlichkeit,” “grappling with difficult material,” “emotional intensity,” and “course structures,” with “stories” acting as a hub for each of the interconnected categories. By describing processes that led practicing teachers to examine their mindsets and plan to change their practices, TLP could provide guidance for music teacher educators at the graduate level regarding how to approach social justice topics in their teaching.

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“…Within the design curriculum, collaborative and participatory activities can be challenging, as they confront students with unfamiliar views, perspectives, and cultures often beyond their existing frames of reference. Leading students to what Berger [27] described as students reaching their 'learning edge' or what Meyer and Land [28] describe as the introduction of 'troublesome knowledge' within their learning experience provide new frames of references which have the potential to change worldviews. This may lead to the formation of new understanding and often a change in perspective as existing assumptions are transformed through the learning process.…”

Section: The Evolving Contexts Of Design -Industry Education and Thementioning

confidence: 99%

Transforming Learning Through User-Centered Design Research Methods

Spruce¹,

Evans²

2020

AJAD

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This paper considers how design educators can harness the evolving nature of design practice to enhance learning for design students. It sets out the reasoning for embedding user-centered design research methods in the curriculum, describes the potential of these methods to transform learning and, as a result, better prepare graduates for their future career. Project-based learning was employed to explore the potential impact of embedding user-centered design research methods in the curriculum. Two project-based case studies, conducted with undergraduate design and design and marketing students in separate UK universities, illustrate how user-centered design research methods have been applied across traditional discipline boundaries. We report on student experiences immediately, and longitudinally (12 months) after the completion of the projects. Thematic analysis of semi-structured interviews with students on completion of the projects revealed that a more holistic understanding of the design process was developed through the use of user-insights generated as a result of engagement with these methods. While this process had caused positive tensions and recognition of the need to move beyond the self and to put themselves in other people's shoes, the insights generated informed subsequent design activity and provided a clearer link between research and design development. After 12 months, thematic analysis of follow-up interviews revealed changes in design practices through adoption of structured user-centered methods had led to an enhanced appreciation of contextual factors and underpinned and better justified design decisions. Detailed analysis of the findings informed the development of a Transforming Learning Framework which articulates how the adoption of user-centered design research methods shapes students longer-term understanding of, and approaches to, design. This framework conveys how new frames of reference and critical reflection led to an enhanced design skillset and mindset and as such provides new insights that have the potential to advance understandings of pedagogic practice. Finally, the research revealed that exposure to user-centered design research methods enhanced sensitivity to, and awareness of, user needs; increased understanding of context and the breadth of issues relevant in early stages of the design process; and amplified students confidence helping better prepare them for professional practice.

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Dancing on the Threshold of Meaning

Cited by 97 publications

References 5 publications

Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers

Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers

“We All Have a Little More Homework to Do:”: A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice

Transforming Learning Through User-Centered Design Research Methods

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