Transformative Authorship through Critical Dialogue: Concepts, Theory, and Practice

Autor/inn/en	Sarja, Anneli; Arvaja, Maarit
Titel	Transformative Authorship through Critical Dialogue: Concepts, Theory, and Practice
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 73 (2023) 1, S.40-59 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sarja, Anneli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/07417136211053368
Schlagwörter	Authors; Dialogs (Language); Transformative Learning; Case Studies; Graduate Students; Health Services; Intervention; Teaching Methods; Reflection; Theory Practice Relationship; Professional Development; Foreign Countries; Work Environment; Scientific Attitudes; Undergraduate Students; Nursing Education; Logical Thinking; Preservice Teachers; Online Courses; Science Education; Philosophy; Supervisor Supervisee Relationship; Organizational Culture; Finland + Suchen Sie Ihr Suchwort? Author; Autor; Autorin; Dialog; Dialogs; Dialogue; Dialogues; Pädagogische Transformation; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Health service; Gesundheitsdienst; Gesundheitswesen; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Ausland; Arbeitsmilieu; Pflegepädagogik; Online course; Online-Kurs; Naturwissenschaftliche Bildung; Philosophie; Unternehmenskultur; Finnland
Abstract	This conceptual article deals with components and concepts of transformative learning, emphasizing the organization-level perspective on critical reflection. The discussion leans on the concept of transformative authorship and it is argued that it enables authoring processes through which professionals can recognize and recreate their routinized work practices. The aim of the research is to explore how professional experiences are integrated with reflexive, theoretical knowledge through critical dialogue. The authoring process of transformative authorship is illustrated with two complementary case studies from postgraduate health care education. In both cases, the learning tasks were designed as constructed objects by various instructional interventions where organizational contradictions or dilemmas were used as an inspiring premise for transformation. Transformative authorship was realized as the professionals' reflexive awareness of their capacity to influence the intentional variation in their modes of action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01