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Towards Transformative Learning: Bri...

Mitchell, Graeme.

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Towards Transformative Learning: Bridging the Divide Between Theory and Practice in Secondary Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Towards Transformative Learning: Bridging the Divide Between Theory and Practice in Secondary Education./
作者:	Mitchell, Graeme.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	221 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
Contained By:	Dissertations Abstracts International79-12A.
標題:	Environmental education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10822734
ISBN:	9780438006324

Towards Transformative Learning: Bridging the Divide Between Theory and Practice in Secondary Education.
Mitchell, Graeme.

Towards Transformative Learning: Bridging the Divide Between Theory and Practice in Secondary Education. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 221 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: A.

Thesis (D.Soc.Sc.)--Royal Roads University (Canada), 2018.

This item must not be sold to any third party vendors.

This qualitative study explored the interaction between transformative learning, sustainability education, and the Institute for Global Solutions (IGS) program. Using narrative analysis research methods, the researcher studied the experiences of 12 IGS alumni from Claremont Secondary School in Saanich, British Columbia to determine whether participation in the program resulted in perspective transformation, and, if so, identify the distinct factors and approaches that supported this process. Data was collected through open-ended questions via video-recorded interviews and analyzed according to the guidelines of narrative analysis to explore the degree to which the participants' self-described experiences in IGS aligned with transformative learning theory. Results indicate that seven participants experienced a shift in thinking that would align with Mezirow's conception of perspective transformation, exhibiting adult-like capabilities of critical self-reflection, rational discourse, and reflective action. The close-knit sense of community within the program, created and sustained by various structural and pedagogical factors, helped to foster social elements such as acceptance, acknowledgment, and appreciation by peers and teachers. Participants described the cohesive nature of the community as pivotal in sparking and supporting the process of perspective change. By offering insights into how social dynamics in the classroom might impact perspective transformation this study addresses a significant gap in the literature and serves as a reference point for other secondary school practitioners seeking to introduce elements of transformative learning into their design.

ISBN: 9780438006324Subjects--Topical Terms:

528212
Environmental education.
Subjects--Index Terms:

Institute for global solutions

Towards Transformative Learning: Bridging the Divide Between Theory and Practice in Secondary Education.
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