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Mackinlay, Elizabeth, and Katelyn Barney. "Pearls, not Problems: Exploring Transformative Education in Indigenous Australian Studies." Australian Journal of Indigenous Education 41, no. 1 (August 2012): 10–17. http://dx.doi.org/10.1017/jie.2012.3.
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This article explores the shift in terminology that occurred in a 2-year Australian Learning and Teaching Council (ALTC)-funded curriculum renewal project that set out to broadly explore current teaching and learning practice in Indigenous Australian studies (www.teaching4change.edu.au). While we started with the term ‘Problem-Based Learning’, it became clear as the project progressed that the terminology we were using was not politically or pedagogically appropriate. As the data began to reveal, the research team became increasingly uncomfortable with the colonial underpinnings and associations of the term ‘Problem-Based Learning’ (PBL), and began to explore the possibility of redefining what we do as something else entirely. A key outcome of the project was that PBL became PEARL, to describe the Political, Embodied, Active, and Reflective aspects of this teaching and learning approach in Indigenous Australian studies. The shift from PBL to PEARL was unexpected, but has resulted in exciting possibilities for migrating and extending theories of teaching and learning in Indigenous Australian studies into critical pedagogy, critical race theory and transformative education. Drawing on critical pedagogy, critical race theory and transformative education theory, this article explores the rationale behind the shift in terminology from PBL to PEARL. We also draw on student data from focus groups, questionnaires and lecturer reflection to examine the ways the results from this project hold great potential for the further implementation of PEARL into primary and secondary classrooms, specifically in relation to pedagogical practice in embedding Indigenous perspectives.
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Ukpokodu, Omiunota Nelly. "Fostering Preservice Teachers’ Transformative Learning in a Social Studies Methods Course: A Reflection on Transformative Pedagogy." Social Studies Research and Practice 2, no. 3 (November 1, 2007): 315–40. http://dx.doi.org/10.1108/ssrp-03-2007-b0002.
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Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a social studies methods course. The study was framed around the construct and practice of transformative education and pedagogy. Transformative pedagogy was defined as an activist pedagogy that combines the elements of constructivist, critical pedagogy, multiculturalism and practices that promote dialogical relations, engage and empower students as critical inquirers, participatory, active, and self-reflective learners who confront their prior beliefs, perspectives, frames of reference and attitudes in order to foster the development of critical consciousness, visions of possibilities, and action. Drawing on multiple sources, the data revealed that participants evidenced transformative learning such as follows: (a) deepened perspectives and new understanding of social studies; (b) shifting dispositions and awareness of a new sense of responsibility; (c) evolving self-examination and redefinition of teaching role, and (d) emerging sense of social critique and conscientization. Finally, the article discusses practices of key elements of transformative pedagogy that foster transformative learning such as a community-based learning context, experiential learning activities and project, reflective journaling, modeling, and scaffolding.
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Cochrane, Thomas Donald, Vickel Narayan, Stephen Aiello, Mehrasa Alizadeh, James Birt, Elisa Bone, Neil Cowie, et al. "Analysing mobile learning designs: A framework for transforming learning post-COVID." Australasian Journal of Educational Technology 38, no. 4 (November 4, 2022): 1–21. http://dx.doi.org/10.14742/ajet.7997.
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Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum.
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Fazekas, Nóra, and Kata Beck-Bíró. "Losing Touch? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course." Vezetéstudomány - Budapest Management Review 51, no. 7 (July 15, 2021): 53–64. http://dx.doi.org/10.14267/veztud.2021.07.06.
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The research aimed to discover learning barriers that educators unconsciously raise in students of the organisation development master’s course at Corvinus University of Budapest within an experiential and transformative educational setting. The research follows the interpretive and critical traditions of organisation studies and applies the concept of responsible research and innovation (RRI) in its research design. This article aspires to present a case that can be used by management educators working with experiential pedagogical approaches in higher education. Research results displayed a lack of emotional security and a lack of common vision and understanding as the main obstacles to students’ transformative learning through the experiential learning process. Results suggest dialogical practice for building trust and understanding to eliminate alienation in student-teacher relationship and to improve learning quality. Finally, limitations and further research directions are discussed.
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Vindača, Olga. "TRANSFORMATIVE DIGITAL LEARNING IN THE CONTEXT OF HIGHER EDUCATION: COMPARISON OF TRADITIONAL AND TRANSFORMATIVE CONCEPTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 691. http://dx.doi.org/10.17770/sie2020vol4.4994.
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The topicality of the research problem is connected with transformative digital learning (TDL) in the context of higher education. The presence of technology in educational processes leads to a significant restructuring of the learning environment, promoting deep, strategic and personalized learning in lecturer-student collaborative teams, incorporating effective technology learning methods and learning to be based on new experiences and values creation. This article will review the issue of learning process in higher educational institutions focusing on traditional and transformative learning concepts. It is the preliminary result of on going applied research of RTA Research Institute for Regional Studies (RIRS).The aim of this article is to determine the necessity of learning process transformation in higher educational institutions analyzing proposals of experts from Latvian higher educational institutions and define the perspectives of TDL in the context of higher education. The research is based on two-part survey conducted for Latvian experts: 1) comparison of traditional and transformative learning concepts; 2) proposals for TDL perspectives and implementation. The results showed the necessity of learning process transformation, indicating the perspectives and its implementation problems.
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Palma, Lisiane Celia, and Eugênio Ávila Pedrozo. "Framework for Sustainable Transformative Learning." International Journal of Social Ecology and Sustainable Development 13, no. 1 (January 2022): 1–17. http://dx.doi.org/10.4018/ijsesd.298336.
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Seeking to understand what changes would be necessary in the Educational Institutions (EIs) to insert sustainability beyond the status quo, this paper presents two case studies conducted in management and economic programmes that have sustainability in their proposals. To this end, it uses the Framework for Sustainable Transformative Learning (FSTL), developed to understand the process of change in EIs in order for them to become agents that promote transformation towards sustainability. Based on the FSTL, a complex matrix was developed to define the categories of analysis. The results of this study point to some paths and changes that need to be made in EIs to advance and promote sustainable, transformative learning. One of the main findings was the need for staff in EIs to be open to change and question institutional management and teaching's epistemological foundations.
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Bartels, Koen. "Transforming the relational dynamics of urban governance: How social innovation research can create a trajectory for learning and change." Urban Studies 57, no. 14 (January 9, 2020): 2868–84. http://dx.doi.org/10.1177/0042098019889290.
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This article examines how social innovation (SI) research can co-produce transformative change in cities. A key challenge is to diffuse and sustain SIs in ways that transform the relational webs that constitute local spaces and their governance. The relational approach to SI is conceptually promising in this respect, but its foundations and practices need to be further developed. Therefore, I develop a relational ‘theory–methods package’ of practice theory and action research. By co-producing immediately usable insights, experiences and artefacts in the daily practice of SI, this approach enables researchers to gradually create conditions for a transformative trajectory of learning and change in urban governance. I critically appraise four research practices in the context of SI in Dutch urban governance and reflect on the transformative potential of this relational theory–methods package.
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Suminar, Jenny Ratna, Ditha Prasanti, and Sarah Aisha. "“Master Teacher” Transformative Learning Strategy in Digital Media: “Ruangguru” in Indonesia." Journal of Digital Learning and Education 2, no. 2 (August 29, 2022): 119–26. http://dx.doi.org/10.52562/jdle.v2i2.394.
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Ruangguru is a digital media learning application created by a startup that understands Generation Z. It provides teaching materials for elementary, junior high, and high school children that can be accessed via Android, iOS, and PC (Windows and macOS), as part of their daily use. This breakthrough was made to maintain school-aged children’s interest and motivation to learn, as Ruangguru carries the tagline: Belajar Jadi Luar Biasa (Learning Becomes Extraordinary) through facilities such as videos, practice exercises, private lessons, as well as tryouts. The novelty in this study lies in the concept of "Master Teacher". Based on the observation and interviews conducted, Ruangguru uses the term "Master Teacher" to refer to the instructors, which raises an understanding of the quality instructors Ruangguru has. Therefore, the researchers intend to reveal the Master Teacher’s learning strategy during the online learning process through digital media. The objectives of this study are as follows: 1) to explore the Master Teacher’s learning strategy while preparing interesting digital media-based applications; 2) to identify Ruangguru’s target audience 3) to explore reasons for using Master Teacher as part of the learning strategy. The research has used case study as a qualitative method to collect data through interviews, observation, and literature studies. The results of this study indicate that: 1) Ruangguru as a learning application provides content for various levels in an interesting way through videos, practice questions, private lessons, tryouts which can be accessed from a smartphone; 2) Ruangguru’s content is adapted from the national curriculum and specifically designed by the best and experienced teachers. It is aimed at Generation Z ranging from elementary, junior high, to high school students; 3) Master Teacher (MT), as Ruangguru’s strong point, serves as a representative in delivering digital media-based transformative learning strategies to Generation Z; 4) Transformative learning strategy is used by Ruangguru Master Teacher (MT) because it suits Generation Z’s characteristics that like Ruangguru’s digital media as a platform to deliver messages. Since the urgency and potential of learning through digital media are considered as an important finding in this research, it is recommended that the results of this study are utilized, disseminated, and developed in learning processes.
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Qutoshi, Sadruddin Bahadur. "Critical Reflective Practice as an Approach to Developing Transformative Living-theory." Dhaulagiri Journal of Sociology and Anthropology 12 (December 31, 2018): 107–11. http://dx.doi.org/10.3126/dsaj.v12i0.22186.
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This reflective paper aims to provide an opportunity to the readership in the field of transformative education in order to engage them with reflective practices as professional development approach. In academia, writing reflective papers, using multi-paradigmatic research design, for readers believing in post/positivist views is a challenging task. However, innovative editors of journals encourage to create new knowledge through un/conventional approaches. I used Jack Whitehead’s paper (i.e., the review of my doctoral study- Creating living-educational-theory: A journey towards transformative teacher education in Pakistan) and my own reflections as lived experiences to carry out this study. Moreover, I employed reflexivity as an approach to meaning making to serve the purpose of data analysis in this paper. The key findings of this study show that Jack Whitehead skillfully captures key learning outcomes of the doctoral study and synthesized some deep insights very precisely. He created a space for future researchers especially action researches and self-study practitioners to think about how to engage with multi-epistemic approaches in order to experience transformative learning. It is recommended to encourage reflective writings on un/conventional studies to develop a clear understanding of the existing state of teacher education and nature of the journey of transformative teacher education in the academia.
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Asikainen, Eveliina, and Annukka Tapani. "Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland." Sustainability 13, no. 21 (October 27, 2021): 11887. http://dx.doi.org/10.3390/su132111887.
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Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.
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Strudwick, Ruth Mary, Jane Marie Harvey-Lloyd, and Hollie C. Hadwen. "The Role of Interprofessional Learning in Developing Transformative Health & Social Work Professionals." Journal of Practice Teaching and Learning 16, no. 1-2 (May 12, 2019): 96–109. http://dx.doi.org/10.1921/jpts.v16i1.1216.
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Interprofessional learning (IPL) is an integral part of all health and social care undergraduate education programmes at our university. It is widely considered that IPL encourages health and social care students to learn from and about one another and that this process underpins a better understanding not only of their own professional roles but also those of others. This in turn promotes more effective teamwork, enhances integrated service user pathways and therefore provides improved care for service users. IPL is transformative as it enables students to consider their role in the interprofessional team rather than focussing on themselves (Schmitt et al., 2011). The purpose of this paper is to discuss the experience of delivering IPL at our university by using examples from our modules in order to highlight and debate the importance of IPL in preparing health and social care students for their professional roles. The article will describe two IPL modules where students work in interprofessional groups exploring and discussing practice-based case studies. All of the staff and students involved completed a feedback questionnaire which evaluated their experiences of undertaking the case study exercise. The impact of these experiences will be discussed in terms of professional development for the students involved and the impact that these learning experiences have on their future roles. We will argue that these IPL experiences allow students to develop their own professional roles and identity, understand the roles of others and are enabled to provide more holistic care for service users. We believe that working together in interprofessional groups to look at practice-based service user case studies is transformative in that it enables the students to learn from and about other professionals, it equips them with knowledge about one another’s roles and enables them to work together more effectively with other members of the interprofessional team (CAIPE, 2008). This in turn enables the students to work together for the good of their service users and thereby becoming more compassionate and person-centred professionals.
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Mangkhang, Charin, Korravit Jitviboon, and Nitikorn Kaewpanya. "Transformative an Area-Based Pedagogy of Social Studies Teachers for New Normal Thaischooling." Journal of Curriculum and Teaching 11, no. 4 (April 21, 2022): 86. http://dx.doi.org/10.5430/jct.v11n4p86.
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This paper presents social studies digital pedagogy innovation for social studies teachers for new normal Thaischooling. The purpose of this study is to enable social studies teachers to change teaching methods from traditional social studies teaching to social studies digital teaching. It also expands the area in the context of social studies more widely. Social studies pedagogy is transformative teaching for educating learners to understand human living as an individual and cohabitation in societies. Learners should be equipped with abilities to adapt themselves according to the environment, manage limited resources, understand changing development according to eras and various factors, understand themselves and other people, be patient and accept differences, have morals, and apply knowledge in living and development of digital citizenship. Social studies teachers are expected to apply such concepts suitably for the contexts and environment of new normal schooling. Teaching innovation is distinctive in the teaching and learning process with the focus on the learner as a maker. In this approach, digital technology is integrated with the teaching and learning process by selecting teaching methods, media, activities, and evaluation suitable for the contents. The methods and activities enhance learners to achieve objectives of teaching and learning as well to use students’ learning performance for evaluating and developing their competencies.
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Cunningham, Billie M. "Using Action Research to Improve Learning and the Classroom Learning Environment." Issues in Accounting Education 23, no. 1 (February 1, 2008): 1–30. http://dx.doi.org/10.2308/iace.2008.23.1.1.
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To a large extent, research in business and the social sciences is based on theoretical constructs about existing organizations, phenomena, or behavior, followed by tests of hypotheses derived from these constructs. The goal usually is to describe or explain the organizations, phenomena, or behavior being studied and/or to generalize the findings to future organizations, phenomena, or behavior. Conversely, the goal of action research is to effect a desirable change within a specific social setting—one in which the researcher is an active participant. It is a value-driven, cyclical, and transformative process that uses intervention in a setting, based on observation and theoretical constructs, to alleviate an observed problem or to increase the effectiveness of a practice in the setting. This paper describes action research and provides an example of how faculty can use it to help them diminish observed classroom problems or increase the effectiveness of their classroom strategies.
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Popławska, Magdalena. "Towards Producer-Consumer Cooperation: Collective Learning in Alternative Food Networks as a Food Sovereignty Practice." Praktyka Teoretyczna 38, no. 4 (May 3, 2021): 49–73. http://dx.doi.org/10.14746/prt2020.4.3.
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The paper analyses collective learning strategies aimed at the transformation of food systems in the framework of food sovereignty, in the context of such key issues as environmental sustainability, socially just relations in diversified economy, and citizen participation in food systems governance. In particular, the author proposes to focus on the systematisation created by Colin R. Anderson, Chris Maughan and Michel P. Pimbert on the basis of their qualitative and action research undertaken for the purpose of developing the European Agroecology Knowledge Exchange Network (EAKEN). The network is part of the broader process of knowledge circulation led by the La Via Campesina movement, which has introduced the concept of food sovereignty into wider public debates. The main objective of EAKEN is to strengthen bottom-up learning strategies and informal education processes in the field of agroecology, which is defined through reference to sustainable farming practices and their recognised transformative potential. The author considers the pillars of transformative agroecology learning identified by the above-mentioned researchers in combination with various approaches in social movement learning and critical pedagogy. The analysis recognises that the evolving concept of food sovereignty covers both rural and urban fields of activity, emphasising the connections between producers, workers, consumers and social activists. Consequently, this paper contributes to the discussion on the educational practices present in alternative food networks (AFNs). As studies indicate, although new AFNs in Poland are often inspired by initiatives created in Western Europe and USA, they adopt forms that depend on the local context. The analysis of learning strategies associated with such networks, taking into account different forms of power relations, as well as emerging opportunities and constraints, allows areas for future research to be identified.
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Regan, Julie. "Experiments with Buddhist Forms of Thought, Action and Practice to Promote Significant Learning." Religions 12, no. 7 (July 6, 2021): 503. http://dx.doi.org/10.3390/rel12070503.
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While scholars have considered the centrality of teaching in Buddhist traditions and the rich pedagogical resources Buddhism has to offer academic courses on the topic, less attention has been paid to the ways in which Buddhist pedagogy might be applied to the overall structure of course design. This article addresses the challenges of presenting the richness and complexity of Buddhist traditions while also encouraging students to experientially engage such traditions in ways that promote transformative learning. It proposes using Buddhist pedagogical principles, together with a model of significant learning (Fink 2013), to design a course according to the Three Trainings in Wisdom, Ethics and Meditation. Framing the course as a series of experiments in Buddhist forms of thought, action, and practice highlights the critical perspective common to both Buddhist and academic approaches and helps maintain important distinctions between Buddhist traditions and popular secular practices. This article describes specific experiments with Buddhist ways of reading and analyzing classic and contemporary texts, films and images, together with experiments in Buddhist methods of contemplative and ethical practice, in an introductory course in order to help students see how forms of suffering that concern them might arise and be stopped or prevented from a Buddhist point of view.
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Minh Quang, Nguyen, and Joop de Wit. "Transformative learning and grassroots climate adaptation: case studies in Vietnam’s Mekong delta." Nature Conservation 39 (May 4, 2020): 19–43. http://dx.doi.org/10.3897/natureconservation.39.29551.
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This paper aims to understand how T-learning helps communities achieve better sustainability outcomes. On the basis of an intensive literature review and field research conducted in the Mekong Delta of Vietnam, the paper proposes a substantial linkage between T-learning and sustainability. It first outlines the environmental changes in Vietnam’s Mekong Delta, which appear to serve as “disorienting dilemmas” that force local people to learn and gradually shift their farming practices to align with a climate-resilient development. The paper relies on the outcomes of household surveys, field observations and focus group discussions to explore the impacts of T-learning on building adaptive capacity and sustainability transition in two community-based projects in Can Tho City and Ca Mau province in the Mekong Delta. Our findings reveal that T-learning enables experts and practitioners to introduce new ideas and accordingly mobilize local people to make changes without inciting doubt, dismay or concern. In an ideal T-learning approach, small-scale farmers learn from being under the supervision of experts in “field-based schools” that offer real-life experience and encourage learners to shift their livelihoods to eco-friendly agricultural practices. The paper sheds new light on how a critical approach to education for sustainable development through T-learning can be, under specific conditions, one strategy. It concludes that T-learning should be acknowledged as a potentially important part of the broader approach to climate-resilient development in vulnerable grassroots communities.
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Liana, Corry, Sri Mastuti Purwaningsih, Agus Suprijono, and Riyadi. "Pedagogic Transformative: The Impact of Social Alienation on History Learning/Social Studies at State Junior High Schools in Indonesia." SHS Web of Conferences 149 (2022): 03002. http://dx.doi.org/10.1051/shsconf/202214903002.
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The research aims to uncover deviations from transformative learning practices. Priority study on social alienation in social studies learning in Junior High Schools (SMP). The research method used is qualitative research. The research subjects were students of class VIII and IX of public junior high schools in Surabaya, Sidoarjo, and Malang as schools that became a barometer of the quality of junior high school education in East Java. Collecting data using in-depth interview and observation techniques. The analysis uses Miles and Huberman's qualitative description analysis technique which includes the process of data reduction, data presentation, and verification/conclusion. The result of the research is the fact that the practice of social alienation in social studies learning in junior high school is found. A form of alienation is Powerlessness. Learners experience relational alienation caused by the dominance of power in teaching and learning interactions. The fact that the practice of alienation is meaningless is also found. Learners experience intellectual role alienation caused by the teacher's self-construction of authority, namely the teacher as a source of learning, the teacher is smart. Another cause is the curriculum achievement target that is charged to the teacher so that the productivity value of students is less appreciated.
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Zhang, Zuyang Jerry, and Yuxin Xu. "Strengths and Drawbacks of Blended Learning for Second Language Learning." Journal of Contemporary Educational Research 6, no. 10 (October 26, 2022): 32–40. http://dx.doi.org/10.26689/jcer.v6i10.4422.
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This paper discusses the strengths and drawbacks of blended language learning. There exists a great debate about what constitutes blended learning. By considering its advantages and disadvantages, we contend that there is a need for higher education to embrace blended learning in order to increase educational opportunities and improve learning outcomes. In order to support this argument, this paper addresses the transformative potential of blended learning based on recommendations for class redesign from previous studies. This paper then concludes by providing an agenda for further research.
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Mangkhang, Charin, Nitikorn Kaewpanya, Patchanee Jansiri, Pimpa Nuansawan, Mookdawan Srichana, Patcharaporn Anukul, and Siriporn Saaardluan. "Advancing Transformative Learning to Develop Competency in Teaching Social Studies Online of Pre-service Teacher Students in Chiang Mai Education Sandbox." Journal of Curriculum and Teaching 11, no. 5 (July 14, 2022): 128. http://dx.doi.org/10.5430/jct.v11n5p128.
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The objectives of the research at this time were to 1) study and construct the transformative learning innovation to develop competency in teaching social studies online and 2) study the results of transformative learning to develop competency in teaching social studies online of pre-service teacher students in Chiang Mai education sandbox. For research methodology, participatory action research (PAR) was used. The samples in the research consisted of 1) Staff of teachers teaching social studies (9 people); 2) Experts of learning management (5 people), and 3) Students taking the course of the social studies teaching methodology for Semester 1 of the 2021 academic year (43 people). Purposive sampling was used to get a total of 57 people. The instruments used in the research were 1) unstructured interview forms, 2) assessment forms of the suitability of the approach of organizing innovative transformative learning to develop competency in teaching social studies online, and 3) questions reflecting learning. Qualitative data were analyzed by using content analysis. The presentation was conducted in the form of descriptive analysis. Quantitative data were analyzed by using the statistical package to find the mean and standard deviation. The study results revealed that: 1. Regarding innovative transformative learning to develop competency in social studies online teaching, arrangements should be made for students to learn the methodology of social studies pedagogy in the form of hybrid learning. This will help students have teaching competencies in real classrooms(onsite) and virtual reality classrooms (online) efficiently. The approach to organizing learning innovation called area-based pedagogy had efficiency at the highest level and 2. The developed learning innovation helped develop teaching competencies of pre-service teacher students to be consistent with the Thai Qualifications Framework for Higher Education of digital competencies efficiently.
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Selkrig, Mark. "Learning about ourselves from others: transformation of artists’ identities through community-based arts practice." International Journal of Lifelong Education 30, no. 5 (October 2011): 577–89. http://dx.doi.org/10.1080/02601370.2011.570875.
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M. Gjøtterud, Sigrid, and Athman K. Ahmad. "Transformative Power of Cross-Cultural PhD Supervision." International Journal of Doctoral Studies 13 (2018): 441–56. http://dx.doi.org/10.28945/4140.
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Aim/Purpose: The purpose of this paper is to explore the rich potential for transformative learning, for both supervisees and supervisors, that is embedded in cross-cultural supervision. Background: Our example is an analysis of experiences from a five-year long cross-cultural supervisory relationship between a Tanzanian PhD student and a Norwegian supervisor. Methodology: In the research, we followed an action research approach, informed by the following question: “How can we account for and improve our supervising–supervised practice?” We analyzed our supervision experiences with the aim to explore the transformative power of cross-cultural supervision. Contribution: Studies on supervision collaboration between Scandinavia and Southern Africa are scarce; hence, our study adds insight into the value of collaboration across continents and economic divides. Furthermore, we argue for greater research into the impact of cross-cultural supervision on supervisors as well as supervisees. Findings: We have identified seven factors as central to mutual transformative learning in cross-cultural supervision: shared unhomeliness, shared uncertainty and trust building, otherness, shared second language, cultural differences relating to hierarchy, being in context together, and finally, flourishing. For the mutual transformative processes to unfold, building trust in openness to differences seems to be a crucial foundation. Hence, we believe that the qualities in the cross-cultural supervision relationship that we highlight can serve as a reminder to become aware of differences as a valuable source for mutual learning and expanded horizons. Recommendations for Practitioners: Our recommendation to practitioners is that they are receptive to and welcoming of differences, find common ground, and explore the value of learning from and with each other in supervisory relationships. Recommendation for Researchers: Equally, we recommend that researchers inquire into how differences in gender, race, religion, and professional fields in supervisory and collaborative relationships can hold potential for valuable knowledge creation. Impact on Society: Academic’s awareness of the value of otherness as addressed in this paper might foster new ideas for dealing with challenges in our turbulent time through transculturation. Future Research: More studies are needed on the potential for growth and the impact of mutual knowledge creation arising from cross-cultural doctoral supervision.
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Palpacuer-Lee, Christelle, Jessie Hutchison Curtis, and Mary E. Curran. "Stories of engagement: Pre-service language teachers negotiate intercultural citizenship in a community-based English language program." Language Teaching Research 22, no. 5 (January 6, 2018): 590–607. http://dx.doi.org/10.1177/1362168817718578.
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The position statement on global competence by the American Council on the Teaching of Foreign Languages (ACTFL) emphasizes the need for increased participation ‘in multilingual communities at home and abroad’, and for deeper engagement with languages and cultures (ACTFL, 2014). In response, language teacher preparation programs have sought to increase opportunities for ‘cosmopolitan practice’ (Canagarajah, 2013; Guilherme, 2007). Employing Byram’s (2008) construct of intercultural citizenship, this article explores the potential of service-learning, a sub-set of experiential learning, as such an opportunity. Several studies have established the positive impact of service-learning on teachers’ cultural awareness, yet contact among communities does not necessarily result in engagement (De Leon, 2014; Haddix, 2015). This qualitative study explores the reported experiences of thirty pre-service language teachers and ten linguistically diverse families who participated in an English-focused service-learning project. The analysis outlines how pre-service teachers negotiate intercultural encounters in this program, which we view as a ‘contact zone’ (Pratt, 1991), a zone of possibilities for engagement, leading to action. We discuss the extent to which emerging intercultural citizenship experiences can be transformative (Byram, 2008), and suggest implications for practice.
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Hidayah, Jumatul, and Prihantoro Prihantoro. "ICT-Based Learning in New Normal Era: Viewed from Practice and Impact in ELT Classroom." ENGLISH FRANCA : Academic Journal of English Language and Education 6, no. 1 (May 31, 2022): 37. http://dx.doi.org/10.29240/ef.v6i1.4116.
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The Covid-19 outbreak has caused a sudden transformation of learning from offline to online modes. Such a transformation raises the importance of ICT as an integral constituent of online learning. Hence, the present mixed-method study aimed to probe into the use of ICT in ELT and the perceived impacts of ICT use on students’ betterment in learning. Eleven English lecturers from the State Islamic Institute of Curup were incorporated as the participants. The quantitative data on the two foci were garnered from a set of an online questionnaires, and the qualitative data were gathered using observations and interviews. This study revealed that the English lecturers used ICT for several pedagogical purposes, such as preparing materials, browsing materials for their lessons, preparing material presentations, and evaluating alongside giving feedback on students' learning. Subsequently, all lecturers perceived that ICT had positive, beneficial, and contributive impacts on students’ betterment in learning especially in terms of enhancing students’ growth mindsets, metacognition, and learning engagement. Further studies are expected to conduct psychometric analyses to examine the interplay among growth mindsets, metacognition, and learning engagement as latent variables within the circle of ICT use in ELT.
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Fullam, Jordan P. "From seeing to believing: using instructional video to develop culturally responsive teaching." Journal for Multicultural Education 11, no. 2 (June 12, 2017): 131–48. http://dx.doi.org/10.1108/jme-09-2016-0053.
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Purpose This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences. Design/methodology/approach The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching. Findings Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps. Practical implications Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning. Originality/value Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.
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Christie, Michael, Susan Simon, Wayne Graham, Kairen Call, and Yvonne Farragher. "Bungee jumping and rocket launching." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1610–24. http://dx.doi.org/10.1108/ijem-09-2018-0288.
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Purpose A plethora of principal development programs based on myriad leadership theories currently abounds in many educational jurisdictions globally. Today’s principals, consequently and fortuitously, often feel less isolated and better supported that has been indicated in school leadership research over the past two decades. The purpose of this paper is to discover, however, how principals, through well-designed postgraduate study, can effectively become the transformational leaders, schools regularly require of them. Design/methodology/approach Action research involving postgraduate leadership students at an Australian university over a two year period, involved three cycles: identification of leadership learning needs, introduction of innovations to their learning and identification of the transformative learning which contributed to their leadership development. Findings Transformative learning impacts significantly on transformational leadership development. This happens when disorienting dilemmas challenge and open minds to possibilities, and paradigmatic assumptions are questioned. The ensuing awareness enables leaders to demonstrate characteristics of transformational leadership especially the dimension of individualised consideration. Originality/value Few studies have aligned transformative learning with transformational leadership theory, but this paper found that school leaders benefit from transformative learning in their quest to become such a leader. The scariness of a metaphoric principal bungee-jump could ultimately lead to rocket launching of the most transformative kind.
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Saeed, Muhammad, and Iqbal Ahmed. "An analytical review on rethinking service-learning as critical transformative paradigm in higher education." Journal of Humanities, Social and Management Sciences (JHSMS) 2, no. 2 (December 31, 2021): 318–34. http://dx.doi.org/10.47264/idea.jhsms/2.2.23.
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In recent times, service-learning has emerged as a popular community-based instructional pedagogy. However, scholars have a sharp contention about the role of service-learning as a community engagement paradigm in higher education. Furthermore, limited studies exist on service-learning as a transformative instructional pedagogy in higher education. This paper addresses this gap in the literature by presenting an analytical review on the potential of service-learning as a transformative pedagogy in higher education. A traditional narrative review method was used to survey on the theme of the study to establish a theoretical framework and draw conclusions. An extensive survey of existing literature was conducted on the role of service-learning as transformative pedagogy in higher education. This research may help answer the following two critical questions: What are internal and external limits to service-learning in higher education? To what extent can service-learning replace the traditional mode of teaching and learning in higher education successfully? The review shows that service-learning is a critical transformative pedagogy that helps achieve the boarder goals of higher education in a more effective way. The review further informs that service-learning is a community engagement approach that can also be used as a teaching method for achieving specific civic and democratic goals of higher education.
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Chowdhury, Rajneesh. "Holistic Flexibility for Critical Systems Thinking Inspired by the Nataraja." Journal of Management, Spirituality & Religion 19, no. 2 (March 1, 2022): 154–85. http://dx.doi.org/10.51327/nhiy7714.
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The Nataraja is perhaps the most well-recognized anthropomorphic form of the Hindu god, Shiva. This paper articulates a set of principles for a recently developed conceptual lens in systems thinking called Holistic Flexibility for flexible and responsible management practice. The five most important function of the Nataraja, or the panchakritya, have been drawn on to articulate these principles; these principles are – "system as becoming", drawing from srishti or creation, "transformative flexibility", drawing from samhara or transformation, "responsible practice" drawing from tirobhava or (freedom from) ignorance, "spiral of learning" drawing from samhara or liberation, and "pragmatic artistry" drawing from sthithi or assurance. An argument is presented to establish the importance of management consciousness drawing from the Shiva philosophy. Behaviors associated with the principles are enlisted along with the challenges for managers to display these behaviors. The discussions presented argue that Holistic Flexibility and its principles can lend a new character to systems thinking as a state of mind to supersede a rational-analytical approach.
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Granados-Sánchez, Jesús. "Levels of Transformation in Sustainable Curricula: The Case of Geography Education." Sustainability 14, no. 8 (April 9, 2022): 4481. http://dx.doi.org/10.3390/su14084481.
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The 17 United Nations Sustainable Development Goals (SDGs) adopted in 2015 have created renewed interest in sustainability in education. Geography education is a discipline that studies most of the issues related to the SDGs and has a significant role to play in the Anthropocene. Current debates on curricular sustainability and geography education suggest that geography educators are integrating sustainability in different ways but not all approaches have the same transformative impact. The aim of this study is to provide a theoretical model that determines different levels of transformation that could be helpful for advancing in curricular sustainability in geography education. The proposed model is called The Transformative Sustainable Curricula (TSC) model. Its development has relied on two processes that have involved, at the same time, two different methodologies: the creation of the model through documentary analysis, and its validation from interviews with experts in education for sustainability and geography education. The model is structured in three levels or stages: adaptation, reform and transformation. Each level has been characterized according to the following elements: the perspectives of sustainable development; the type of sustainable education; transformative learning; ecology of knowledge; institutional integration; context, change and community. The proposal makes teachers aware of where their teaching practice is located and how to move forward. It is also useful to determine what elements constitute a prop for sustainability and how these can guide educators and scholars in scaling vertically and horizontally their contribution towards a geographic education that is more sustainable and transformative, should they wish to do so.
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Gal, Adiv, and Dafna Gan. "Transformative Sustainability Education in Higher Education: Activating Environmental Understanding and Active Citizenship Among Professional Studies Learners." Journal of Transformative Education 18, no. 4 (June 16, 2020): 271–92. http://dx.doi.org/10.1177/1541344620932310.
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Transformative sustainability education (TSE) is an uncommon pedagogical practice in higher education, even though it has a positive impact on student learning and behavioral change. This qualitative case study explored 20 Israeli graduate students' understanding of the social-ecological systems through the analysis of reflections, interviews, and observations. The findings reported that these graduate students displayed a deep understanding of the social-ecological systems when TSE was applied in a higher education course. As such, TSE contributed to these graduate students' knowledge construction along with encouraging their pro-environmental action. We concluded that teacher professional training, especially in higher education, should emphasize knowledge construction as a key for action, as part of TSE, in creating relational change at ontological and epistemological levels
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Fleischmann, Katja. "A paradigm shift in studio pedagogy during pandemic times: An international perspective on challenges and opportunities teaching design online." Journal of Design, Business & Society 8, no. 2 (December 1, 2022): 247–72. http://dx.doi.org/10.1386/dbs_00042_1.
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This study advances the debate over the role of technology-enhanced teaching in the practice-based design studio. Framed by the exigencies of the early stages of the COVID-19 pandemic, a detailed survey and follow-up interviews illuminate the transformative experiences among 90 experienced design educators from seven countries. At the heart of this study is the question: where did design educators succeed in trying to approximate a physical studio using online technologies and where did technology-enhanced teaching fall short? Content analysis of qualitative data and reflective remarks provide a window into what educators see as the concrete pedagogical challenges and opportunities they have encountered. Their responses are analysed using the four major characteristics of the practice-based design studio: dialogical learning, the critique, studio culture and studio class size. The results clearly demonstrate that the social aspects of the physical studio with its informal learning opportunities are difficult to replicate online and dialogical learning could not be effectively established online unless classes were smaller. There were also positive responses, particularly using online collaboration platforms for online critiques. Design educators can now prototype a new studio pedagogy that incorporates online elements that potentially enhance the learning and teaching experience in the physical design studio, while rejecting those that do not work for their domain.
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Khokhotva, Olga, and Iciar Elexpuru Albizuri. "Student voice in Lesson Study as a space for EFL teachers’ learning: a case study in Kazakhstan." International Journal for Lesson and Learning Studies 9, no. 2 (December 24, 2019): 153–66. http://dx.doi.org/10.1108/ijlls-06-2019-0054.
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Purpose The purpose of this paper is to report the findings from a case study of an action research project in the context of a secondary school in Kazakhstan where, for the first time in their teaching practice, three English as a Foreign Language teachers introduced student voice (Flutter and Rudduck, 2004) into their practice within the Lesson Study (LS) framework. The research aimed at conceptualizing Student Voice Space in LS as one of the valuable factors capable of triggering situations of disjuncture (disorienting dilemma, disruption) for teachers which could potentially lead to teacher’s transformative learning, educational beliefs change and improved practice. Design/methodology/approach The study adopts the qualitative research design and follows narrative inquiry methodology (Lyons and LaBoskey, 2002) with a series of narrative interviews (Bauer, 1996) as the main method of data collection within a single case study (Bassey, 1999) of an action research project. The data were analyzed as text following a general inductive approach (Thomas, 2003) where emerging themes were identified by means of data reduction. Findings The findings suggest that listening to student voice triggers teachers’ going through certain stages of Mezirow’s transformative learning theory including critical assessment of own assumptions, testing new options for behavior and reflecting critically on the teaching practice. Therefore, the authors suggest that Student Voice Space in LS is one of the important factors capable of triggering the teacher’s transformative learning. Moreover, it has an enormous potential not only to bring about positive changes in teachers’ practice but also challenge the ossified teachers’ educational beliefs, and thus, potentially, pave the way for a gradual change from “inappropriate beliefs” (Mayrhofer, 2019), or subconscious assumptions that lie in the core of teachers’ folk pedagogies (Torff, 1999), or taken-for-granted frames of reference (Mezirow, 2000) into true, justified or informed educational beliefs. Research limitations/implications Further analysis of teachers’ narratives is required to elicit and categorize reported changes (shifts, transformations) concerning specific teachers’ educational beliefs, and draw a more clear line between student voice and its impact on the research lesson planning and its modification in LS. Finally, a supplementary study utilizing classroom observation methods is needed to explore if student voice intervention results in tangible (actual) changes in teachers’ classroom practice and educational beliefs, rather than potential transformations that are mainly reported in this study. Originality/value Carried out in the largely overlooked by the academic literature context of the Reform at Scale (Wilson et al., 2013) in Kazakhstan and building on the original combination of theoretical lenses, the research contributes to the academic literature aiming at illuminating “the black box of teachers’ learning” in Lesson Study (in Widjaja et al., 2017, p.358) since it is one of the rare studies attempting to connect teacher learning, student voice and Lesson Study (Warwick et al., 2019). Additionally, approaching teacher learning in Lesson Study from the transformative learning perspective combined with the literature on teachers’ educational beliefs and student voice, this study contributes to the further development of a shared vocabulary for discussing teacher learning in Lesson Study.
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Angeli, Elizabeth L. "How report writing supports paramedic students' learning." International Paramedic Practice 10, no. 1 (March 2, 2020): 2–7. http://dx.doi.org/10.12968/ippr.2020.10.1.2.
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Writing skills are critical as emergency medical services (EMS) use them to support patient care, yet limited research supports EMS writing practice and pedagogy. The field of writing studies and its sub-field of technical communication offers theories and methods to understand these skills. Grounded in writing theory, this article reports on a longitudinal study about paramedic documentation training and uses the framework of ‘threshold concepts’: ideas, knowledge, and skills writers gain that transform learning. This study collected paramedic students' writing over 2 years, and participants also completed interviews and focus groups. Grounded theory and textual analysis guided data analysis. Findings suggest that paramedic students pass through significant learning thresholds when they write during field training, including developing expertise, audience awareness, and reflection. In turn, writing provides an opportunity for paramedic students to learn critical skills. This article provides assignment ideas that training programmes can use to harness writing's transformative power.
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Florian, Lani. "Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities?" Scottish Educational Review 47, no. 1 (March 13, 2015): 5–14. http://dx.doi.org/10.1163/27730840-04701003.
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The 2014 SERA Lecture provides an overview of the concept of inclusive pedagogy, a distinctive approach to classroom teaching offering an alternative pedagogical approach that has the potential to reduce educational inequality by enhancing learning opportunities for everyone. Inclusive pedagogy focuses on improving the quality of mainstream education by reducing variability in practice. It was developed from studies that focused on understanding the expertise of teachers who are able to work with diverse student groups and achieve good academic attainment results for all students, including those who have been identified as having additional support needs. As an alternative approach, inclusive pedagogy offers a partial response to three interrelated problems of educational inequality: (1) those that are associated with organisational and pedagogical strategies based on bell curve distributions; (2) the identification of additional support needs; and (3) the disproportionate statistical representation of certain minority groups in special education.
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Mickwitz, Per, Lena Neij, Maria Johansson, Mats Benner, and Sofie Sandin. "A theory-based approach to evaluations intended to inform transitions toward sustainability." Evaluation 27, no. 3 (March 21, 2021): 281–306. http://dx.doi.org/10.1177/1356389021997855.
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There is an urgent need for radical transformations of unsustainable socio-technical systems, such as food, mobility, and housing. These transformations will not take place without new policies and research. In order to achieve these transitions, learning must be a central feature based on thorough evaluations of the actions taken. Evaluations have been conducted and studied for decades, but traditional evaluation approaches have largely been developed to produce knowledge for incremental changes, not for radical transformations. This article develops a framework for interdisciplinary evaluations targeting transformative changes toward a more sustainable society. The framework combines evaluation theory and practice with transition theory, sociology of science, policy analyses, and environmental psychology. While the primary purpose of the framework is to help design evaluations that would better enhance learning for transitions, it can also be used for systematic meta-evaluations of past evaluations.
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Baron, Robert. "Theorizing Practice and Practicing Practice – Public Folklore in US Higher Education." Slovenský národopis / Slovak Ethnology 69, no. 4 (December 1, 2021): 552–69. http://dx.doi.org/10.2478/se-2021-0033.
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Abstract Higher education learning programs in folklore and ethnology should include training for the mastery of ICH and public folklore practices that are integrated with core curricula, grounded in theory and designed to build comprehensive professionalization of these disciplines. It should theorize practice and include engagement in actual projects with impacts beyond the classroom. A disjunction between theory and public practice which persisted for decades is now being addressed in graduate programs in ethnology and folklore, reaching towards what Bourdieu calls the “reconciling of theoretical and practical intentions”. The theories, issues and practices of public folklore currently and potentially taught in the United States suggest approaches that can be used for ethnology and ICH training. Topics can include cultural brokerage, intervention, heritage policies, cultural representation theories, dialogism, cultural sustainability, recontextualization, activism and advocacy, how community is defined, ethics and informed consent along with topics in heritage studies and the study of tourism. Practices taught can include multiple modes of presentation, media production, archiving, organizational and financial management, folklore in education and community engagement. Graduate training should include the intellectual history and contemporary dimensions of intervention in ongoing cultural practices transformative for communities and relationships of practitioners to their traditions. Folklore should be viewed as a practicing profession integrating comprehensive university training and reciprocal relationships between knowledge production in universities and the public sphere.
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Somerville, Mary M., and Niki Chatzipanagiotou. "Informed Systems: Enabling Collaborative Evidence Based Organizational Learning." Evidence Based Library and Information Practice 10, no. 4 (December 13, 2015): 24. http://dx.doi.org/10.18438/b8vp4x.
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Abstract
Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances.
Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original theoretical approach.
Results – Over time and with practice, as co-workers design and enact information-focused and evidence based learning experiences, they learn the way to decision-making and action-taking. Increasingly more complex experiences of information exchange, sense making, and knowledge creation, well supported by workplace communication systems and professional practices, further dialogue and reflection and thereby enrich analysis and interpretation of complexities and interdependencies.
Conclusions - Research projects and evaluation studies conducted since 2003 demonstrate the transformative potential of the holistic Informed Systems approach to creating robust workplace learning environments. Leaders are responsible for design of workplace environments supportive of well contextualized, information-rich conversations. Co-workers revisit both the nature of organizational information and the purpose of organizational work. As colleagues better understand the complexities of the organization and its situation, they learn to diagnose problems and identify consequences, guided by Informed Systems models. Systemic activity and process models activate collaborative evidence based information processes within enabling conditions for thought leadership and workplace learning that recognize learning is social. Enabling communication systems and professional practices therefore intentionally catalyze and support collegial inquiry to co-create information experiences and organizational knowledge through evidence based practice to enliven capacity, inform decisions, produce improvements, and sustain relationships. The Informed Systems approach is thereby a contribution to professional practice and workplace renewal through evidence based decision-making and action-taking in contemporary organizations.
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Asman, Asman, Suyadi Suyadi, and Miftachul Huda. "Character Education as Brain Education: Spiritual Neuroscience Studies in Islamic Education." Jurnal Tarbiyatuna 12, no. 2 (December 29, 2021): 77–86. http://dx.doi.org/10.31603/tarbiyatuna.v12i2.4278.
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Islamic education has been dogmatic because it emphasizes a behavioral approach, where the environment shapes the students' character. This contradicts neuroscience, where students have the potential to change their environment. Therefore, this literature study aimed to analyze character education as brain education from a neuroscience perspective using a qualitative approach. Data were then obtained manually and digitally from books and journals on neuroscience and Islamic education on the Sinta database and analyzed using content analysis. The results showed that character education using a behavioral approach does not produce students with good habits in the community. In contrast, the neuroscience approach allows them to develop a permanent good character identity with a transformative impact on the environment. These findings challenge a new direction of studies on Islamic education using a neuroscience approach with implications for shifting learning theory and practice.
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Ghim, Hyeyoung. "Early Childhood Teachers’ Perception Shifts on Social Studies After Taking a Teacher Education Course From a Critical Perspective." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 823–35. http://dx.doi.org/10.22251/jlcci.2022.22.23.823.
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Objectives This study explores early childhood teachers’ perception shifts on social studies after taking a teacher education course called ‘social studies in early childhood’ designed from a critical perspective. Specifically, it attempts to identify effective teaching methods for transformative learning. The study utilizes critical theory and transformative learning theory as theoretical frameworks. Methods A survey consisting of seven open-ended questions was distributed to the teachers enrolled in class. Results The study found that the teachers have changed their perspectives in two ways. First, the teachers redefined the meaning of social studies and expanded their understanding of the subject. Second, they learned the importance of maintaining critical perspectives when perceiving the subject and society. Conclusions Based on the findings, the study stresses the importance of holding critical perspectives as teacher educators and suggests ways to incorporate their perspectives into instructional practices in teacher education.
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Hipolito-Delgado, Carlos P., and Shelley Zion. "Igniting the Fire Within Marginalized Youth: The Role of Critical Civic Inquiry in Fostering Ethnic Identity and Civic Self-Efficacy." Urban Education 52, no. 6 (March 15, 2015): 699–717. http://dx.doi.org/10.1177/0042085915574524.
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Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participated in CCI pedagogy reported increases in ethnic identity and civic self-efficacy. These findings indicate the importance of supportive adult relationships, inquiry-based learning, and critical conversations about social and educational inequities in promoting the psychological empowerment of marginalized students.
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Nabung, Adrianus, Laurentius Ni, and Ambros Leonangung Edu. "An Analysis of the Digital Transformation-Based Learning Implementation System in the Era of Disruption." Jurnal Basicedu 6, no. 3 (April 15, 2022): 4265–71. http://dx.doi.org/10.31004/basicedu.v6i3.2799.
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The purpose of this paper is to complete the shortcomings of previous studies related to the challenges of implementing learning in the current era of disruption. In an effort to find alternative solutions that are more effective, this study seeks to analyze and examine how educators transform themselves to face various challenges in education in accordance with the spirit of the times. The existence of educational disruption has not been followed by an emphasis on the importance of digital-based transformative education and strengthening the competence of educators as an increasingly ideal basis for transformation. This paper is based on the argument that no matter how strong the influence of the pace of development of digital information technology, which tends to be disruptive, the spillover of which has shaken the education sector, creative and dynamic efforts will increasingly find momentum during the Covid-19 pandemic. Thus, educators continue to play a vital role in the educational process that cannot simply be replaced by technological sophistication. Within the limits of this understanding, basically all achievements of scientific and technological progress are rooted in the educational process by placing the basis of digital transformation as a starting point for change to a better, civilized and quality direction.
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Anthony Fulton, John, Lynne Hall, Derek Watson, and Gillian Hagan-Green. "The Open Cage: A Force for Transformative Learning in Professional Doctoral Studies During COVID-19." International Journal of Doctoral Studies 17 (2022): 243–61. http://dx.doi.org/10.28945/4987.
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Aim/Purpose: This paper explores how professional doctorate candidates responded to the restrictions and changed context of COVID-19. Using connectivism as a theoretical framework, it explores the ways in which their patterns of study were recalibrated in light of the restrictions caused by the pandemic. Specifically, this study aims to: explore the experience of the professional doctorate student during the pandemic; and demonstrate the ways in which networks are recalibrated and adapt to changing circumstances. Background: In 2020, in response to COVID-19 many countries, including the UK, went into lockdown resulting in most doctoral candidates being confined to their homes and restricted to online contact with peers and supervisors. Part-time students have a finely balanced pattern of work which was required to be recalibrated and refocused which required considerable adaptation on the part of the candidates. Methodology: A qualitative methodology was used comprising four focus groups, each consisting of four professional doctorate candidates. Participants were professional doctorate candidates and as such were all mid-career professionals from a variety of backgrounds. Purposeful sampling was combined with theoretical sampling, which ensures the sample is deliberately selected and ensures the emergent development of the theoretical ideas. The focus groups were recorded and transcribed. Thematic analysis was used to analyse the data and identify the main findings, allowing themes to be identified. Contribution: The findings indicated that professional doctorate candidates were highly adaptable and were able to adjust rapidly in response to COVID-19 restrictions. The networks they had previously established had to be refocused through adapting and adjusting patterns of study and developing digital skills to enable them to progress in their doctoral studies. Findings: Three themes emerged from the analysis: recalibrating work-life-study balance; adaptivity in studies and research; and empowerment through Information and Communications Technology (ICT). To progress their doctoral studies, the networks they had previously established had to be refocused through adapting and adjusting patterns of study. Recommendations for Practitioners: While lockdown was an unusual experience, some factors can inform future developments for doctoral education, mainly: the importance of establishing a pattern of study; the importance of connectivism and Information Technology (IT); and how such use can enhance and expand the research process. Recommendation for Researchers: Adaptivity achieved through IT; connectivity and the recalibration of networks were key to enabling doctoral candidates to continue their research. The use of connectivism as a theoretical framework for research merits further exploration, as do methods for online learning and approaches to incorporating digital skills into doctoral studies. Impact on Society: According to connectivism, learning is through the establishment of net-works, and these consist of both the means of gaining and accessing knowledge and the work-life study balance. It is important to examine and improve these networks. Many of the changes imposed by the COVID-19 restrictions are here to stay and this study highlights the ways in which the student experience can be enhanced through digital learning. Future Research: This research could be expanded through further analysis of how IT can enhance research practice. The interaction with digital learning sources could be explored and highlighted. The pattern of networks could also be explored and developed, and the positive and negative aspects could be highlighted.
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Chikunda, Charles, Plaxcedes Chikunda, and Rafael Fonseca de Castro. "Boundary learning in a gender responsive curriculum transformation in Zimbabwe: an activity theory approach." Roteiro 42, no. 3 (December 4, 2017): 497–522. http://dx.doi.org/10.18593/r.v42i3.14215.
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This paper aims to share insights of a boundary learning process in a curriculum transformation in Zimbabwe. It is based on the dialectical lenses of Cultural-Historical Activity Theory (CHAT). The boundary learning epistemic actions were designed/interpreted using CHAT tools of double stimulation, activity system and expansive learning. The main findings are two types of boundary learning: individual and institutional. Individual focused on questioning and confronting tensions in current individual curriculum practice. Institutional refers to collaborative relationships between hierarchical levels of the teacher education system in Zimbabwe. We point to the need for theoretical and conceptual rigor in studies on curriculum transformation, arguing for careful attention to empirical evidence of transformation/transgressing current practices in any expansive learning process. There is also need to think through the policy-practice gap, especially in curriculum development.
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Lu, Hwangji. "Electronic Portfolios in Higher Education: A Review of the Literature." European Journal of Education and Pedagogy 2, no. 3 (July 5, 2021): 96–101. http://dx.doi.org/10.24018/ejedu.2021.2.3.119.
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Electronic Portfolios have become a popular pedagogical approach on the tertiary educational landscape worldwide. In the United States, Association of American Colleges and Universities added this powerful pedagogical practice to its set of high-impact practices in 2016. High-impact practices have the potential to generate transformative learning experiences and lead to significant impacts on students’ academic achievements. Higher education has a responsibility to provide students with the means to support their professional learning and development as a continuous and lifelong process. Countless research studies have identified a number of benefits from utilizing ePortfolios in learning that are grounded in a variety of learning theories. As ePortfolios are gaining momentum as a preferred way to demonstrate students’ learning and competencies, it is crucial for educators to fully understand the advantages of ePortfolios and guide students to produce quality and competitive ePortfolios.
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Shannon, Deric. "Place-Based and Experiential Pedagogies: Teaching radical concepts in social movements and political sociology." Theory in Action 15, no. 3 (July 31, 2022): 1–16. http://dx.doi.org/10.3798/tia.1937-0237.2215.
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This piece argues that radical ideas in political sociology and social movement studies can sometimes be difficult to teach because of the ideological training that we all undergo in the process of our socialization. However, using a place-based and experiential form of pedagogy can be useful in explaining three particular concepts within the discipline: prefigurative politics, direct action, and self-management. First, I outline this approach as developed in my travel course to Spain, “Global Political Economy and Sustainability.” I begin with a brief explanation of this method and some relevant literature in sociology. Next, I identify those three concepts within the sociological study of social movements and political sociology that this type of pedagogy can help students see clearly and understand. Finally, I add some concluding remarks, self-criticism, and suggest some further research to investigate learning outcomes. [Article copies available for a fee from The Transformative Studies Institute. E-mail address: journal@transformativestudies.org Website: http://www.transformativestudies.org ©2022 by The Transformative Studies Institute. All rights reserved.]
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Moniz, Tracy, Maryam Golafshani, Carolyn M. Gaspar, Nancy E. Adams, Paul Haidet, Javeed Sukhera, Rebecca L. Volpe, Claire de Boer, and Lorelei Lingard. "The prism model: advancing a theory of practice for arts and humanities in medical education." Perspectives on Medical Education 10, no. 4 (April 29, 2021): 207–14. http://dx.doi.org/10.1007/s40037-021-00661-0.
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Abstract Introduction The arts and humanities have transformative potential for medical education. Realizing this potential requires an understanding of what arts and humanities teaching is and what it aims to do. A 2016 review of exclusively quantitative studies mapped three discursive positions (art as intrinsic to, additive to or curative for medicine) and three epistemic functions (art for mastering skills, perspective taking, and personal growth and activism). A more inclusive sample might offer new insights into the position and function of arts and humanities teaching in medical education. Methods Informed by this 2016 framework, we conducted discursive and conceptual analyses of 769 citations from a database created in a recent scoping review. We also analyzed the 15 stakeholder interviews from this review for recurring themes. These three analyses were iteratively compared and combined to produce a model representing the complex relationship among discursive functions and learning domains. Results The literature largely positioned arts and humanities as additive to medicine and focused on the functions of mastering skills and perspective taking. Stakeholders emphasized the intrinsic value of arts and humanities and advocated their utility for social critique and change. We offer a refined theory of practice—the Prism Model of four functions (mastering skills, perspective taking, personal insight and social advocacy)—to support more strategic use of arts and humanities in medical education across all learning domains. Discussion The Prism Model encourages greater pedagogical flexibility and critical reflection in arts and humanities teaching, offering a foundation for achieving its transformative potential.
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Viera Trevisan, Laís, Samuel Ferreira de Mello, Eugênio Ávila Pedrozo, and Tânia Nunes da Silva. "Transformative Learning for Sustainability Practices in Management and Education for Sustainable Development: a Meta-Synthesis." Revista de Gestão Social e Ambiental 16, no. 2 (July 19, 2022): e02945. http://dx.doi.org/10.24857/rgsa.v16n2-003.
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Purpose: This study aims to analyze how transformative learning (TL) theory has contributed to sustainability practices in management and Education for Sustainable Development (ESD) and what kind of strategies can direct future practices in the field. Method/design/approach: An exploratory and inductive study to synthetize primary qualitative case studies was conducted. After screening 241 articles extracted from the Web of Science database, we identified 13 empirical papers highlighting TL theory and sustainability. Then, a meta-synthesis of these qualitative case studies was conducted based on the key characteristics of TL. Results and conclusion: Six theoretical propositions were elaborated, showing that the TL theory has contributed to sustainability through some influential factors on process, conditions, and results. In addition, based on these dimensions, the study provides some strategies for future practices. Research implications: The findings of this study have both theoretical and practical contributions, which can direct organizational and educational politics and practices. Originality/value: Sustainability and ESD are current topics in the academy in favor of the Sustainable Development Goals (SDGs). However, there is a lack of studies on the development of theoretical strategies towards sustainability practices in management and ESD from a transformative learning TL approach. Thus, this study shed more light on the topic.
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Lalueza, José-Luis, and Beatriz Macías-Gómez-Estern. "Border crossing. A service-learning approach based on transformative learning and cultural-historical psychology (Cruzando la frontera. Una aproximación al aprendizaje servicio desde el aprendizaje transformativo y la psicología histórico-cultural)." Culture and Education 32, no. 3 (July 2, 2020): 556–82. http://dx.doi.org/10.1080/11356405.2020.1792755.
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Riddell, Jessica. "Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities." Arts and Humanities in Higher Education 17, no. 4 (July 27, 2017): 410–32. http://dx.doi.org/10.1177/1474022217722510.
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Research on authentic learning has been predominantly focussed on skills-based training: there is a paucity of research on models of authentic learning available for adaptation in the humanities undergraduate classroom. In this article, I will seek to address this gap by proposing that legal trials are ideal models for designing authentic learning scenarios in undergraduate teaching and learning contexts, with a specific focus on the humanities. First, I discuss why and how the structure of legal trials can produce authentic learning environments. Second, I present an undergraduate classroom project that combined two disciplinary fields – Shakespearean drama and criminal law – in an effort to enhance student learning and engagement. I outline how the authentic learning scenario (ALS) was implemented and evaluated and, finally, reflect on the barriers, challenges and potentially transformative effect of authentic learning environments on students and educators. This new intervention combines legal studies and English literature in order to create authentic learning environments to increase interactions amongst students, enhance students’ learning, and foster conditions for transformative learning.
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Gunnlaugson, Olen. "Bohmian Dialogue: a Critical Retrospective of Bohm’s Approach to Dialogue as a Practice of Collective Communication." Journal of Dialogue Studies 2, no. 1 (2014): 25–34. http://dx.doi.org/10.55207/prow4740.
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In this chapter, I will offer both an appreciative and critical examination of David Bohm’s vision and practice of dialogue and how it relates to the field of dialogue studies. Bohm’s conception of dialogue was ground-breaking in its time due to its emphasis on consciousness and unfolding a fundamentally different order of communication mediated by collective awareness and insight into the nature of thought and the dialogue process as a whole. Bohm’s conception and process aspired to bring the human project of sharing meaning, values and learning forward by introducing practices or ways of being with the dialogue process that interrupted conventional practice at that time. In this paper, I examine key contributions of Bohm’s work as well as a number of critiques and limitations of the practice. Finally, I comment briefly on the feasibility of Bohm’s practice as a transformative approach to dialogue.
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Barratt-Pugh, Llandis, Susanne Bahn, and Alex Scholz. "Mandatory Online Training: Transmissive Learning, Issues of Abuse and Hidden Agendas." Industry and Higher Education 25, no. 3 (June 2011): 193–203. http://dx.doi.org/10.5367/ihe.2011.0040.
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This paper is based on two studies of mandatory online learning which although unrelated and conducted eight years apart nevertheless provide an illuminating comparison of mandatory training delivered online. The first study was carried out in 2002 in a state government department and the second in 2010 with the commercial construction industry, both in Western Australia. The key findings from both studies are that learning outcomes mirror the learning goals that are imposed and legitimized by the organization or industry. Mandatory learning is often transmissive learning that may not have transformative effects and online training may be open to abuse because it lacks the controls necessary to ensure that those registering actually are the ones that complete the training.