Assessing Transformative Learning in International Education: Critiques and New Directions Based on a Systematic Review of Literature

Autor/inn/en	Pang, Guanglong; Cox, Robert C.; Acheson, Kris
Titel	Assessing Transformative Learning in International Education: Critiques and New Directions Based on a Systematic Review of Literature
Quelle	In: New Directions for Adult and Continuing Education, (2023) 177, S.75-89 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
DOI	10.1002/ace.20480
Schlagwörter	Transformative Learning; Evaluation Methods; International Education; Literature Reviews; Measurement Techniques + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Internationale Erziehung; Messtechnik
Abstract	Using a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL). Assessing TL has always been challenging. Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory. The field of IE exemplifies the challenges of TL assessment generally. This article reinforces distinctions between TL and "good learning," recommends better alignment between scholarship and the needs of institutional administrators, considers current uses and limitations of instruments grounded in cognitive approaches, and concludes with new directions possible through the inclusion of extra-rational perspectives in the assessment of TL. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01