Abstract
This qualitative study used guided critical reflection as a pedagogical strategy to explore transformative learning and leadership development of students in a leadership doctoral program. In written reflections after a weekend of classes, students ( N = 19) reflected using carefully constructed questions to focus their thinking. The reflections were analyzed through the lens of transformative learning theory. Students noted increased self-awareness, questioned their assumptions/beliefs, experienced shifts in their mindsets, and were moved to action/proposals for action. Guided critical reflection, then, is presented as a viable learning strategy for leadership development. The transformative learning process aligns with the critical reflection process.
Published Version
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