Трансформациялық оқу: көзқарас пен өзіндік сананы өзгерту

A type of learning powerful enough to revise worldview and self perception

Transformative learning, as a theory, says that the process of "perspective transformation" has three dimensions: psychological (changes in understanding of the self), convictional (revision of belief systems), and behavioral (changes in lifestyle). Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises. Perspective transformation, leading to transformative learning, occurs infrequently. Jack Mezirow believes that it usually results from a "disorienting dilemma" which is triggered by a life crisis or major life transition—although it may also result from an accumulation of transformations in meaning schemes over a period of time. Less dramatic predicaments, such as those created by a teacher for pedagogical effect, also promote transformation. An important part of transformative learning is for individuals to change their frames of reference by critically reflecting on their assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining their worlds. This process is fundamentally rational and analytical.

Transformative learning about teaching occurs when educators critically examine their practice and develop alternative perspectives of understanding their practice. It is essential that fostering this critical examination become the role of professional development. The role of professional development is to assist educators in gaining awareness of their habits of mind regarding teaching.

Strategies for transformative professional development include action plans, reflective activities, case studies, curriculum development, and critical theory discussions. Action plans and reflective activities provide the practice and modelling of critical reflection on the profession of education, and provide guidance for the teaching and learning experience. In a recent study, Karen Weller Swanson, applying theories of critical reflection, incorporating a critical incident model, and positing a learning partnership, designed a program for practicing teachers, for the purpose of transformative teacher development. Experiences were created to get teachers to reflect on their assumptions, asking them to consider alternative perspectives and to develop a language for making connections between theory and practice. Over the studies' two year period, teachers were able to develop ownership of theory and transfer this knowledge into their practice. To be effective, transformative teacher development must value what teachers bring from their personal and professional experience, and acknowledge that learning is both an individual and a social experience. The process involved: achieving transparency through negotiation of curriculum, finding a common language through discussion of individual assumptions, getting continuous feedback through critical incident questions, and testing by teacher application of the program within their classrooms. Autobiography and journaling were additional techniques used within this learning partnership. Both teachers and faculty participating in the program were transformed as beliefs were challenged and knowledge was co constructed throughout the experience. New teachers often find expectations ambiguous, and they lack the self awareness and understanding to navigate the educational environment. A transformative learning framework was used in a Foundations course, for participants to build on individual and collective analysis of teaching experiences, and to help them re frame their practice. Giedre Kligyte investigated "transformation narratives" that emerged from written reflection of participants' teaching practice, based on individual reflection and group discussion. By using Mezirow's work, along with Robert Kegan's constructive developmental theory, Kligyte found the following themes: a move from non reflective habitual action to a more conscious practice; a change in perspective to a more sophisticated view of teaching; an increased sense of agency, including the concept that academic practice is an object which can be controlled and shaped, rather than something externally imposed; increased confidence to take risks and experiment; and a more multifaceted idea of what it means to be an academic. The conducive environment allowed for transformative experiences to occur. Through creation of a safe social context where "disorienting dilemmas" can be examined, questioned, and explored, participants were able to develop a new "frame of reference" and reintegrate learning into practice. Kligyte cautions that there are limitations to the framework, such as the possibility that participants will conform to expectations in their reflections. She notes that the "transformation narratives" examined are not a single, final narrative of the self, but a snapshot for further exploration. Kligyte's findings are similar to S. Fletcher's: that transformative learning helps to make sense of a complex and often ambiguous work environment, which requires multiple selves. Both the rational and the affective play a role in transformative learning. Although the emphasis has been on transformative learning as a rational process, teachers need to consider how they can help students use feelings and emotions both in critical reflection and as a means of reflection. There are a number of educational and research institutions that are based on the principles of transformative learning. Some examples include the Transformative Studies Institute and The Transformative Learning Centre at the Ontario Institute for Studies in Education (OISE) of the University of Toronto. Evidence is emerging on the applicability of transformative theory in new educational programmes, in business and industry education, health professional education, community education such as courses offered by YMCA, and informal settings such as self help groups. Phil Bamber and Les Hankin describe how students in a service learning section experienced perspective transformation and shifts of their world view when their training was influenced by transformative learning theory. Susan Imel states that transformative learning may not always be a goal of education, but its importance should not be overlooked. Educators should strive to understand it, even if they choose not to foster it.