Abstract
Using a grounded theory research design, the author examined 180 reflective essays of teacher candidates who participated in a ‘Learning Process Project,’ in which they were asked to synthesize and document their discoveries about the learning process over the course of a completely new learning experience as naive learners. This study explored (1) the use of grounded theory as a systematic and exploratory research tool, (2) the transformative insights of the teacher candidates as they discovered the impact of the naive learner perspective on their teaching philosophies, and (3) the role of the naive learner perspective in effective refinement of teaching and learning ability. Further discussion in this study examined the potential of the ‘Learning Process Project’ to assist post secondary instructors as mentors in supporting empathic teacher candidates who will in turn support and mentor the children in their care.
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