Considering Transformative Learning for Adolescents Enrolled at Semester Schools

Autor/inn/en	Meerts-Brandsma, Lisa; Sibthorp, Jim
Titel	Considering Transformative Learning for Adolescents Enrolled at Semester Schools
Quelle	In: Journal of Transformative Education, 19 (2021) 1, S.7-28 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meerts-Brandsma, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344620936779
Schlagwörter	Transformative Learning; High School Students; Adolescents; Student Attitudes; Semester System; Experiential Learning; Reflection; Teacher Student Relationship; Educational Environment; Individual Development; Self Concept + Suchen Sie Ihr Suchwort? Pädagogische Transformation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Semester; Semesterferien; Experiental learning; Erfahrungsorientiertes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Individuelle Entwicklung; Selbstkonzept
Abstract	This study examines semester schools, which have elements associated with transformative learning, and an adolescent population, where transformative learning has less commonly been studied. We administered the Learning Activities Survey pre/post semester (n = 173) and followed the survey with semistructured interviews (n = 30) to assess whether students experienced Mezirow's stages of transformative learning and achieved perspective transformation. Our results suggest that adolescents experience the stages of transformative learning more frequently at semester schools than at their originating schools. However, while students said they achieved perspective transformation on the surveys, interviews revealed that the outcome might better be described as a cycle of identity formation. Students said that the relationships with teachers and students, time for reflection, and the structure of the semester were important to their learning. Specifically, a supportive but challenging environment provided content that they reflected on to gain insight into their values and beliefs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01