Putting Transformative Learning Theory into Practice

Autor/inn/en	Christie, Michael; Carey, Michael; Robertson, Ann; Grainger, Peter
Titel	Putting Transformative Learning Theory into Practice
Quelle	In: Australian Journal of Adult Learning, 55 (2015) 1, S.9-30 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Transformative Learning; Theory Practice Relationship; Females; Doctoral Degrees; Engineering Education; Foreign Students; Adult Education; Higher Education; Foreign Countries; Criticism; Social Structure; Learning Experience; Case Studies; Interviews; Values; Surveys; Faculty Development; Teacher Education; Learning Theories; Action Research; Consciousness Raising; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Workshops; Australia; Sweden + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Theorie-Praxis-Beziehung; Weibliches Geschlecht; Doctoral degree; Doktorgrad; Ingenieurausbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Kritik; Sozialstruktur; Lernerfahrung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Wertbegriff; Survey; Umfrage; Befragung; Lehrerausbildung; Lehrerbildung; Learning theory; Lerntheorie; Projektforschung; Bewusstseinsbildung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lernwerkstatt; Schulung; Australien; Schweden
Abstract	This paper elaborates on a number of key criticisms of Mezirow's transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow's theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that learners make meaning of their experiences in various ways which influence the sort of value systems they develop and that disorienting dilemmas often challenge the validity of one's values and the assumptions that underpin them. It exemplifies how Mezirow's theory can be put into practice in Adult and Higher Education via three case studies undertaken by the authors in different places, at different times and with different sets of learners. These include mature aged women returning to study, PhDs at a Swedish Engineering University, and domestic and international students studying at an Australian regional university. The case studies make use of a values survey, interviews and subsequent focus groups. Data from the survey and interviews are analysed and used to argue that transformative learning (Mezirow, 1991) can be practiced, to good effect, in university staff development and teacher education courses. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01