Teacher transformation through a professional changing experience : the let me learn professional learning process (original) (raw)
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The inquiry with which this thesis is concerned examines the complex interactions involved in teachers’ professional learning experiences and the expression of such learning in transformed teaching practice. In this study, teachers described the interactions that they believed had influenced their learning about their teaching work. They were required to select and demonstrate evidence of their learning, and to reflect on the ‘fit’, as they perceived it, between their learning and their evidence. The study is temporally situated when, for the first time in the history of Australian teachers’ working lives, they are working with both a national curriculum and a set of national professional standards which bring with them expectations of transformed teaching, expressed through notions of ‘quality’ and ‘21 century learning’(ACARA, 2012b; AITSL, 2012c). The centralised, managerial agenda, particularly as it relates to professional standards, creates a view of teacher learning as an acti...
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In today's context, teachers not only teach, but also help to develop students to become useful citizens. The principles of transformational learning require teachers to change their beliefs, behaviours and emotions. At the end, teachers should be able to reflect on their experiences to help students holistically and thus this article will help to provide comprehensive overview of transformational learning among teachers. The scope of this review paper covers articles written between 2015 and 2020. Among them are peer coaching, implementation of adaptive change models (ACM), conflict, training, service learning pedagogy and approaches relating to culture. Previous studies have shown that transformational learning theory can enhance teacher effectiveness and bring about dissemination of changes. Therefore, there is a need to explore the relationship and the inconsistencies between Mezirow's transformational learning theory and that of teaching theories practised by teachers. It is noted that most studies show significant relationships between the two theories but some studies claim that they are not significant. It is hoped that this study will be of benefit to practicing teachers to develop balanced and harmonious people.