Pre-Service Teachers' Changes in Perspective: A Transformative Learning Experience during Teaching Practice in Remote Areas

Autor/inn/en	Sari, Lufi Kartika; De Backer, Free; Joson, Alexis Nouelle; Lombaerts, Koen
Titel	Pre-Service Teachers' Changes in Perspective: A Transformative Learning Experience during Teaching Practice in Remote Areas
Quelle	In: Journal of Transformative Education, 21 (2023) 3, S.371-390 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sari, Lufi Kartika) ORCID (De Backer, Free) ORCID (Joson, Alexis Nouelle) ORCID (Lombaerts, Koen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446221133817
Schlagwörter	Preservice Teachers; Student Attitudes; Attitude Change; Transformative Learning; Learning Experience; Rural Areas; Field Instruction; Foreign Countries; Reflective Teaching; Indonesia + Suchen Sie Ihr Suchwort? Schülerverhalten; Attitudinal change; Einstellungsänderung; Pädagogische Transformation; Lernerfahrung; Rural area; Ländlicher Raum; Praxisklasse; Ausland; Indonesien
Abstract	Experiencing unfamiliar environments tends to foster transformative learning. However, limited studies investigate how experiencing contrasting localities fosters transformative learning, such as teaching practice in remote areas by pre-service teachers who are from elsewhere. This study focuses on revealing pre-service teachers' transformative learning experiences during their teaching practice by investigating the changes associated with their teaching practice and how these changes occur. Using semi-structured interviews, we questioned forty-one pre-service primary teachers about their 1-year teaching experiences in remote areas of Indonesia. The findings show that pre-service teachers undergo changes in perspective, which indicate a transformative learning outcome. Three elements of the transformative learning process--disorientation, exploring new roles, and reflection--are also identified in the data. These three elements of the transformative learning process influence pre-service teachers' perspectives. This implies that teaching practice in remote areas stimulates pre-service teachers to experience transformative learning. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01