Transformational Learning in First-Year Australian Preservice Primary Teacher

Abstract

The early experience of commencing university students is an important precursor for retention and student success and involves a transformation in learning. This article reports the experiences of commencing students in an Australian Education (Primary) degree. Data were collected using a mixed methods approach, consisting of an online survey, and semistructured interviews. The data revealed that respondents experienced some phases of Mezirow’s transformational learning theory. Interviewees were enthusiastic about their future career with high scores in the online instrument for academic orientation and student identity, which indicated that they were experiencing the building of confidence and competence in new roles (Phase 7) and provisionally trying out new roles (Phase 8). Nevertheless, all respondents indicated being overwhelmed by the unexpectedly high academic study load, indicating a disorientating dilemma (Phase 1). These results are placed in the context of student retention and degree completion.

Transformational Learning in Teacher Context

“…Topic : Transformative Learning in First Year Australian Teacher Training Course (Lummis et al, 2019) Description This article reports on the experiences of teachers who began their education in a university located in Australia. A mixed method approach, namely online surveys and semi structured interviews, was used to collect data.…”

“…Those aged 21 years and over made up 47.4%. Lummis et al (2019) maps the interview questions to the TLT phase as follows: Interview Questions TLT phase 1. What is your motive for studying at a university?…”

“…What is your motive for studying at a university? Lummis et al (2019), qualitative data shows that respondents provided reliable data about their experiences as they adapt to and their motives for studying at the University. In the early stages, respondents were very motivated but they felt dissatisfied and worried about the burden of academic work.…”

“…According to Lummis et al (2019), the TLT process may take a long time. TLT has 10 phases namely, (1) dilemma that is upsetting; (2) self-examination with fear, anger, guilt or shame; (3) critical assessment of assumptions; (4) dissatisfaction with shared transformational processes; (5) exploring options for new roles, relationships and actions; (6) planning the action; (7) acquire the knowledge and skills to carry out individual plans; (8) try new roles; (9) building competency and self-confidence in new roles and relationships; (10) reintegration into individual life.…”