Contextual Preconditions to Foster Transformative Learning: A Recursive Process, Activity, and Core Elements

Autor/in	Moström Åberg, Marie
Titel	Contextual Preconditions to Foster Transformative Learning: A Recursive Process, Activity, and Core Elements
Quelle	In: Journal of Transformative Education, 21 (2023) 2, S.167-189 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moström Åberg, Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446221091769
Schlagwörter	Transformative Learning; Context Effect; Prior Learning; Learning Theories; College Students; Cooperative Learning; Reflection; Learning Processes + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Vorkenntnisse; Learning theory; Lerntheorie; Collegestudent; Kooperatives Lernen; Learning process; Lernprozess
Abstract	The need of being able to foster transformative learning (TL) has increased due to the demands for continuous development in today's work life. Previous research has proposed six core elements to foster TL; however, in these a process perspective is missing. By using an adaptive approach and inspired by action research, drawing on teachers' experiences, the aim of this article is to deepen the understanding of how teachers can create contextual preconditions to foster TL. The empirical data was based on teachers' narratives, interviews with students, and observations from a university course. This article contributes by proposing a framework for contextual preconditions to foster TL by extending the six core elements with a recursive process and activity. To foster TL, the importance of continuously adapting the preconditions to the needs of each specific educational situation is emphasized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01