Transformative Learning Model Research Articles

A narrative study on pre-service teachers’ transformative learning in a social movement in Hong Kong

ABSTRACT This narrative study explored pre-service teachers’ critical learning experiences in Hong Kong during the Anti-Extradition Law Amendment Bill movement and how these experiences transformed their perspectives on the teaching profession. Forty pre-service teachers participated in the study, including 16 local participants and 24 originally from mainland China. Using Jarvis’s transformative learning model, this study identified four categories of narratives: society-centred, person-centred, relation-centred, and witness-lens narrative accounts. These narratives demonstrated the participants’ various approaches during the transformation process, including reflection, emotion, and self-identification. Changes resulting from these experiences varied from radical perspective-taking to no change occurring. The Hong Kong locals mainly presented society-centred narrative accounts, whereas the majority of participants from mainland China reported person-centred narrative accounts. Their varied previous lifeworld experiences and self-identification explained the differences. The present study highlights the importance of including emotion and identity instead of taking a single constructive perspective when explaining the process of transformative learning. In addition, it shows that the process and outcomes of transformation do not naturally follow a positive direction of growth. Future studies should examine teacher’s transformation using a narrative approach and longitudinal design.

Implementation of A Transformative Learning Model in Supervising Non Formal Education Institution in the Submission of Accreditation

PKBM Sumber Ilmu, The partner of this community services has failed to pass the first steps of pursuing the accreditation. The cause of this failure is that the formal education mindset is still embedded in the managers and educators which influence the pattern of preparing accreditation documents. As the result, the document was not satisfy the assessor which assesst the requirement. This community services try to provide supervission for the managers and tutors of PKBM Sumber Ilmu so they can (1) prepare accreditation documents that are in accordance with the characteristics of non-formal education, and (2) prepare maximum supporting evidences for fields assessment. This program implement transformative learning and andragogy approach which incude two main activities namely workshop and assessment simmulation. The stage of activities are providing material related to accreditation documents and evidences of field assessment for non-formal education units, providing assistance to make sure the suitability of the documents and evidences, and carry out field assessment. The result of this community services are (1) the achievement of the accredation documents reach more than 80%, and (2) the readiness of supporting evidence for field assessment reach 80%. Because of those result, the PKBM Sumber Ilmu are ready for the whole accreditation process.

“Conversations with pigeons”: Capturing Players’ Lived Experience of Perspective Challenging Games

Video games are increasingly designed to provoke reflection and challenge players’ perspectives. Yet we know little about how such perspective-challenging experiences come about in gameplay. In response, we used systematic self-observation diaries and micro-phenomenological interviews to capture players’ (n=15) lived experience of perspective challenges in purposely sampled games including Hatoful Boyfriend, The Stanley Parable, or Papers, Please. We found a sequence of trigger, reflection, and transformation constituting perspective-challenging experiences, matching Mezirow’s model of transformative learning. Most of these were game-related or ‘endo-game’, suggesting that medium self-reflection could be an overlooked part of everyday game reflection and appreciation. Reflections were accompanied by a wide range of emotions, including frequent epistemic emotions, and emotions could change drastically even during short gameplay experiences. Actual perspective change or transformation was rare. We construct a model of granular types of triggers, reflections, and transformations that can aid reflective game design.

Reinventing EdD Research Methods Courses

The education doctorate program fills an essential niche that allows practitioners to earn a doctorate and make a difference in educational practice and policy. However, critics claim EdD programs are failing to effectively prepare students. There has been a push for the reinvention of the EdD which includes improving EdD student confidence in their ability to undertake research. This calls for a redesign of research methods courses and purposefully grounding them in adult learning theory. The framework of transformative learning can foster higher-order learning by including key components such as critical reflection, collaborative dialogue, and awareness of context. This article shares a transformative learning model used to redevelop an EdD research methods course that emphasised self-reflective tasks such as identity memos, research design maps, and cognitive interviews. This learner-centred, constructivist approach resulted in positive learning outcomes including increased student confidence and enhanced practical knowledge and research skills.

A post-critical pedagogy for sustainability: Engaging the head, heart, and hands

To realise the entitlement to Learning for Sustainability (LfS), the authors advocate for a post-critical orientation in university-based teacher education of the ‘head, heart, and hands’ model of transformative learning as an organising principle. Integration of intellect, emotion, and body as the activation triad can encourage students and teachers towards transformative engagement. Educational policies of the Scottish government, the influence on teaching practices, and benefits to student learning experiences are explored through the context of COP26 and teacher education in Scotland. Implications are proposed to inspire change in higher education for educating for a sustainable future.

The slang and teenagers’ informal education

The research problem of this article contains three variables from the research domains – language and communication, education, psychology. The aim of the study is the stability of the particularities of the specific communication of teens in relation to informal education. We began the investigative discourse by clarifying the meaning of the nouns development and transformation, with reference to teenagers, and the sociolects slang, being only the socio-emotional background of the disorienting dilemma inherent in the period of teen. The informal education as a form with maximum openness of education is capitalized on non-specific principles. During the studies, we did not resort to the development of any method of tempering the communication of teenagers through slang or jargon, especially within the informal subculture. But, we resorted to the phrase disorienting dilemma; it constitutes the first of the teen phases of transformation. Therefore, we recommend the application of the model of transformative learning ,,through which the subject transforms already formed frames of reference to make them more inclusive, discriminating, open and reflective, so that they can generate beliefs and opinions that would prove to be truer or justified in guiding actions.”

Experimentation of Transformative Learning and Realistic Mathematic Education Learning Models on Mathematics Learning Achievement

The research aims to investigate and evaluate the efficacy of different learning models on mathematics learning outcomes, specifically focusing on the students' van Hiele geometric reasoning capacity. The study employed a quasi-experimental design. The practice is carried out in Public Junior High Schools in Sukoharjo Regency, part of the Central Java Province in Indonesia. The utilized learning models were transformative learning, actual mathematics education, and direct instruction. The study encompassed a total of 281 individuals, who were selected from 9 classes across three distinct institutions. Data analysis is conducted with a two-way analysis of variance (ANOVA) approach. The research findings indicate that (1) the learning model has a positive and significant impact on mathematics learning outcomes; (2) the van Hiele level of geometric thinking ability has a positive and significant influence on mathematics learning outcomes; (3) there is a positive and significant interaction between learning models and van Hiele level of geometric thinking ability on mathematics learning outcomes; and (4) among the transformative learning, Real Mathematics Education, and Direct Instruction models, the transformative learning model yields the best mathematics learning outcomes.

Chemistry Learning through Culturally Responsive Transformative Teaching (CRTT): Educating Indonesian High School Students for Cultural Sustainability

According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), culture provides the transformative dimension for ensuring the development process of the United Nations’ 2030 Agenda for Sustainable Development. As one of the key drivers in the implementation of the United Nations’ Sustainable Development Goals, culture ensures a people-centered and context-relevant approach that cuts across a range of policy areas and, thus, in the context of quality education promotes the development of human resources for cultural and environmental sustainability. It is in this context that we report on a study aimed at developing students’ cultural identity and supporting the younger generation in preserving their cultural heritage, whilst learning chemistry concepts at the same time. The culturally responsive transformative teaching (CRTT) model served as a theoretical framework for the research to engage students in culture-based, high school chemistry learning by utilizing specially designed ethnochemistry texts that highlighted the relationship between cultural values and chemistry concepts. Case studies were conducted within the interpretive research paradigm and involved 149 students from four high schools in four Indonesian provinces, namely Banten, west Java, Bangka Belitung, and south Sumatra. In particular, we were interested in understanding how well students engage in this innovative transformative learning model, designed to educate them about cultural sustainability. We generated data by means of students’ reflective journals, semi-structured interviews with students, and classroom observations. In general, the results from the research strongly suggest that students involved in cultural identity reflection, engaged in cultural-based chemistry learning, explored cultural heritage through a chemistry lens, applied social etiquette and ethics, and developed cultural heritage preservation awareness. These are important aspects of cultural sustainability. The results imply that culturally responsive chemistry education has great potential for educating students and empowering them as conservationists of Indonesian culture. Further research on empowering students on cultural sustainability with other ethnochemistry topics within Indonesian cultural contexts is needed to further investigate the CRTT model’s broader efficacy.

The Epistemology of Transformative Learning: A Systematic Instructional Design Framework Model in Transformative Learning

<em>Research in transformative learning has flourished in educational research in the latest decades. Among the research on transformative learning, the specific topic of how to develop instruction based on transformative learning is still very rarely found. The purpose of this study w</em><em>as</em><em> to review the epistemology of transformative learning by introducing a systematic ID framework for transformative learning. </em><em>The method of this study w</em><em>as</em><em> the systematic literature review with three review stages: planning the review, conducting the review, and reporting the review. The review was focused on the academic paper in the research scope of transformative learning. As the result, we concluded the 3 main components of designing a transformative learning model: (1) transformative outcomes, (2) transformative scaffolding, and (3) transformative learning experience. The study also proposed 7 stages of systematic ID framework in designing transformative learning.</em>

Teachers’ transformative learning on digital afterlife

Death and its repercussions do not usually associate with youth education. However, the issue of digital inheritance may be used to demonstrate how teachers can promote their students and their own critical thinking about digital media. The current study examined a course in which 104 teachers learned about digital inheritance. The research question concerned the teachers’ reaction to the emotionally charged subject matter. Data were analyzed using Mezirow’s (2003) model of Transformative Learning and included teachers’ feedback on the course. The findings point to the advantage of focused exposure to new and sensitive content within a defined framework of teachers’ professional development, as such a framework allows the learners to express resistance to the emotionally difficult topic. A conclusion from the research is that relevant but unfamiliar life content related to media literacy should be integrated into teachers’ professional development.

Total Transformative Learning Model in Child-Friendly School

This study aims to analyze about; 1) the profile of child-friendly schools in Indonesia, 2) the child-friendly school management model, and 3) the challenges of implementing child-friendly-based management models. A case study qualitative approach with a multi-site design is used in this study. The sites studied selected child-friendly schools representing various levels in Indonesia to obtain comprehensive data. The results showed that the management of child-friendly schools was carried out according to the process, namely planning, organizing, implementing, and supervising the implementation of safe, comfortable, healthy schools, free from acts of violence and discrimination, free to express opinions and participate in making decisions according to their capacity achievement of educational goals. Although the management model developed has different approaches and styles, it refers to a holistic management model that integrates the Total Quality Management Model and the Total Transformative Learning Model. Its main characteristics are sustainable development, growing awareness, and how collegial works. Meanwhile, the challenges faced in implementing Child-Friendly Schools are related to efforts to raise awareness of school residents and parents in forming a mindset according to the Child-Friendly School concept.

Rethinking a Traditional Method of Participation: "Town-Hall Meetings" to Support Family Carers of People with Dementia.

A growing number of people with dementia, a simultaneous decline of professional caregivers, and changing family structures clearly illustrate the societal relevance of the question of how dementia care can be arranged and delivered in the future. The demand for innovative solutions especially to support family carers requires a deeper insight into their life situation and a focused perception of their needs. This article presents the main hypothesis that specific forms of social integration and participation based on an equal dialogue between family caregivers, the public, and policymakers is needed to achieve that. Therefore, the main point here is to give family caregivers of people with dementia a voice to learn how to better support them in caring as well as self-care. A learning process triggered by a dialogue might result in a higher level of community readiness to implement new forms of support or social innovations. The hypothesis will be supported by John Dewey's theory of political and democratic learning and the model of transformative learning according to Jack Mezirow indicating that learning particularly succeeds in interpersonal communication. In this context, the Town-Hall Meeting method and its potential to promote interpersonal communication and reflexive learning is discussed. The article addresses an important debate, namely that of how dementia care and support of family carers can succeed. It also sets the direction for future empirical research as the Town-Hall Meeting method might be applicable for gerontological action and participatory research.

The transformative tourism learning model

This conceptual paper addresses gaps in transformative learning and tourism literature. We argue for a more complete integration of Transformative Learning Theory within tourism literature, in order to better understand tourism learning as both a process and a product. The Transformative Tourism Learning Model is proposed as a framework for understanding how to intentionally plan and design tourism learning experiences with specific learning processes and outcomes in mind. This paper offers a synthesis of transformative literature within tourism contexts and the proposes the Transformative Tourism Learning Model to provide researchers and practitioners with a guiding framework in both the design and analysis for tourism learning and behavior change.

Residents' Reflections on Cost-Conscious Care after International Health Electives: A Single-Center Qualitative Study.

Estimates suggest 30% of health care expenditures are wasteful. This has led to increased educational interventions in graduate medical education (GME) training aimed to prepare residents for high value, cost-conscious practice. International health electives (IHE) are widely available in GME training and may be provide trainees a unique perspective on principles related to high value, cost-conscious care (HVCCC). The purpose of this study was to explore how trainee reflections on IHE experiences offer insight into HVCCC. The authors conducted an applied thematic analysis of narrative reflective reports of GME trainees' IHE experiences to characterize their perceptions of HVCCC. The Mayo International Health Program (MIHP) supports residents and fellows from all specialties across all Mayo Clinic sites. We included 546 MIHP participants from 2001 to 2020. The authors collected post-elective narrative reports from all MIHP participants. Reflections were coded and themes were organized into model for transformative learning during IHEs, focusing on HVCCC. GME trainees across 24 different medical specialties participated in IHEs in 73 different countries. Three components of transformative learning were identified: disorienting dilemma, critical reflection, and commitment to behavior change. Within the component of critical reflection, three topics related to HVCCC were identified: cost transparency, resource stewardship, and reduced fear of litigation. Transformation was demonstrated through reflection on future behavioral change, including cost-aware practice, stepwise approach to health care, and greater reliance on clinical skills. IHEs provide rich experiences for transformative learning and reflection on HVCCC. These experiences may help shape trainees' ideology of and commitment to HVCCC practices.

Exploring the Process of Transformative Learning in Executive Coaching

ProblemThe important role played by executive coaching in the development of leaders is well established in the literature. While some scholars suggest that executive coaching fosters transformative learning (TL), there is insufficient empirical evidence to support this.SolutionThis study set out to investigate the process of TL in executive coaching from the coachee’s perspective. A longitudinal multiple case study was adopted to examine how three key transformative learning elements—disorienting dilemma, critical reflection, and rational dialogue—occurred in an executive coaching engagement and the learning outcomes that emerged. A key finding was that, in addition to the three accepted elements, there is a fourth element (acceptance) that precedes the rational dialogue. The results of this study informed the development of a transformative learning model, which could guide future research, theory, and practice in the field of human resource development (HRD).StakeholdersThe study will benefit scholars and practitioners in the fields of human resource development, executive coaching and leadership development.

TRANSFORMATIVE LEARNING MODEL FOR PARENTING EDUCATION PROGRAM

The purpose of this study is to produce a transformative learning model in parenting education programs organized by early childhood education institutions in changing the terms of reference for children's education to be even better and in synergy with those carried out by educational institutions. This research includes development model research. The results of this study are a transformative learning model in a parenting education program that uses five components, namely (1) syntax; (2) Social System; (3) Reaction Principle; (4) Support System and (5) Instructional Impact and Accompaniment. The steps of Transformative Learning used in the parenting education process consist of 4 steps of field activities, namely: (1) problem development steps; (2) critical reflection development steps; (3) location of determination and implementation of action; and (4) assistance steps taken by educators of early childhood education institutions to early childhood parents in the form of consultations, group discussion activities, and face-to-face activities (class sessions). The success of transformative learning in this parenting education program is that there is a change in the frame of reference of the parents of early childhood which comes from themselves, and the function of educators in this transformative learning process is as a facilitator and counselor in helping towards the change process.

Analyzing Student Learning in Sustainability: An International Exchange Case Study

The use of technologies to bridge learning divides is an important topic in 21st century higher education. As an innovation to address this divide, the SUNY Empire State College – International Education - Virtual Residencies (IE-VRs) were created. The IE-VRs are virtual, international exchanges that connect undergraduate, graduate, and international education courses via a three-week collaborative, cross￾disciplinary online module. We built a thematic IE-VR titled "Learning for a Sustainable Future," which focused on the UN Sustainable Development Goals and sustainability in socio-cultural-environmental contexts. Our analysis of student participation in the IE-VR indicates it is an effective model for transformative learning.

Building individual futures capacity through transformative futures learning

This article focuses on examining the parallels between the recent discussion on futures literacy as human capability and the longer tradition of futures education as a means to enhance the individual’s capacity to use the future. Merging these two lines of discussion with transformative educational theory, we proceed to propose a conceptual model for transformative futures learning and a new 21st century futures paradigm for educational institutions. Transformative futures learning, as we define it, is aimed at changing the frames of reference that define how people engage with the future. The model we propose takes a holistic approach to human learning, in which the aim is to develop the individual’s cognitive, motivational and action-oriented faculties of engaging with the future. The article is based on a review and analysis of futures education, transformative learning and futures literacy theories.

Transforming learning for architecture: online design studio as the new norm for crises adaptation under COVID-19

PurposeThis study explored the virtual design studio as a transformative learning model for the disaster and resilience context, including the factors that affect students' perceptions and experiences of the quality of this adaptation.Design/methodology/approachData obtained from 248 students who took online design studios during the lockdown in 15 universities in Jordan highlight many factors that make the experience of the online design studio more challenging. Despite these challenges, strongly positive aspects of the online studio were evident and widely discussed.FindingsA model of a hyper-flexible design studio in which students can have a direct contact with their instructor when needed – in addition to online activities, reviews and written feedback – is highly recommended for the beginner years. This HyFlex model will enrich students' learning and understanding of the fundamentals of design and ensure that technology solutions deliver significant and sustainable benefits.Originality/valueFor students, studying architecture necessitates a fundamental shift in the learning mode and attitude in the transition from school. Beginner students are often surprised by the new mode of learning-by-doing and the new learner identity that they must adopt and adapt to in the design studio. Moreover, due to the coronavirus disease 2019 (COVID-19) pandemic, architecture teaching has moved online. Both instructors and students are experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience.

The Mandala Model of Transformative Learning

Transformative learning theory has provided a sound theoretical base for adult education’s Western and Eastern academic field. This article aims to introduce the mandala model of transformative learning by transferring Mezirow’s theory of perspective transformation onto a mandala map. In the mandala model, the learning agent exercises two capabilities—knowledgeability and reflexivity—to solve and pose problems in learning contexts. The learners accomplish the circle of transformative learning through the four phases of acquiring knowledge, taking actions to praxes, and generating wisdom; they are on the way to fulfill transformative learning. The theoretical model of transformative learning postulates to implement learners’ capabilities and manifest the dynamics of generative mechanisms. Moreover, it postulates to integrate knowledge into personal life and societal situations through actions and praxes and elucidate wisdom and beneficial outcomes in the intrapersonal and interpersonal contexts.