Transformational Teaching Experience of a Novice Teacher

Abstract

This research investigates the transformational teaching experiences of a novice award-winning teacher. Data collection consisted primarily of interviews and observations. To support these methods, we utilized field notes and reflection journals to triangulate the data. To become a successful teacher, the teacher passed through transformational experiences of teaching challenges, preparation and organization skills, hard work and dedication, extracurricular activities, mentoring, and, most importantly, professional development

The Transformational Learning Journey of a Novice ESL Teacher of Low-Literate Adults

“…A transformative learning journey typically takes a longer period of time than that described here and is seldom epochal. It is most often a process occurring over time and with much looping, twisting, halting, and regrouping (Kumi-Yeboah & James, 2012; Mezirow, 1985; Taylor, 2000). This 8-week period may appear relatively short, but the actual journey and mentoring relationship spanned Nan’s entire 2 years of graduate work and beyond.…”

“…Throughout our analysis, we make use of these 10 phases as we explore Nan’s learning journey. There is evidence to suggest that successful novice teachers, as they develop and refine their teaching, undergo, to varying degrees, these phases (Kumi-Yeboah & James, 2012; Snyder, 2012). During the course of becoming professional educators, novice teachers gradually shift their frames of reference, which embody cognitive, conative, and affective factors.…”

Challenges of Novice Nurse Educator's Transition From Practice to Classroom

“…Novice: An individual with less than 3 years of experience in their desired profession (Kumi-Yeboah & James, 2012).…”

From Theory to Practice: A Quantitative Content Analysis of Adult Education’s Language on Meaning Making

“…The early constructivists and theorists who applied these ideas to adult education have inspired a zeitgeist in the field for meaning making. Sensing this trend, Adult Education Quarterly ( AEQ ) editors Elisbeth Hayes and Arthur Wilson christened 2003 with an editorial titled, “Making Meaning of Meaning Making.” Subsequent researchers have moved to substantiate the idea’s place in adult education by proposing that adults are better able to evaluate how meaning is made (Kumi-Yeboah & James, 2012). Others, inspired by Mezirow’s theory, have argued that fostering awareness to change how adults make meaning of their experience is now an objective of adult education (Dirkx, Mezirow, & Cranton, 2006).…”