Transformative Learning Theory in Gerontology: Nontraditional Students

Autor/inn/en	Brown, Pamela Pitman; Brown, Candace S.
Titel	Transformative Learning Theory in Gerontology: Nontraditional Students
Quelle	In: Educational Gerontology, 41 (2015) 2, S.136-148 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2014.950492
Schlagwörter	Transformative Learning; Gerontology; Semi Structured Interviews; Females; Qualitative Research; Sex Role; Lifelong Learning; Age; Life Style; Student Attitudes; Adult Students; Graduate Students; Graduate Study + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Gerontologie; Weibliches Geschlecht; Qualitative Forschung; Geschlechterrolle; Life-long learning; Lebenslanges Lernen; Alter; Lebensalter; Lebensstil; Schülerverhalten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	Mezirow (1978) applied and used Transformative Learning Theoretical (TLT) processes while studying women who reentered academics during the 1970s. Similar to Mezirow's original 1975 work, we identify "factors that impeded or facilitated" participants' progress to obtain their undergraduate degree during the traditional student time, but then returned later in life, after age 40, to pursue their doctorate. Through semistructured interviews, eight women describe their life course of education through the TLT phases of realization--or in Mezirow's terms, justification, critical reflection, and exploring rational discourse. The women discuss their concerns on technological challenges, rationalization to self and others concerning a return to school, and reactions of family, friends, peers, and professors, including ageist comments. As more women return to the educational system to pursue advanced degrees, specifically within gerontology or aging studies, this research is key to understanding the various events and meaning ascribed to their journey. Data analysis reveals overlapping thoughts to frames of reference in their meaning perspectives and themes when discussing their transformative process to new status as a PhD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10