Pub Date : 2021-10-01DOI: 10.1177/15413446211045161
V. Savicki, Michele V. Price
Reflection is a key component of the transformative learning process. In this study, we take steps to define components of reflection and link them to a computer-based, quantitative method of content analysis called Linguistic Inquiry and Word Count (LIWC). This method can be used to evaluate common forms of reflective writing such as journals, reflective essays, and blog posts. It has several advantages over more common qualitative approaches for measuring reflection. We test the efficacy of this quantitative measurement approach with data from 98 study abroad university students. The results indicate strong explanatory power that tracks well with theory and observation of the reflective process. Our approach follows procedures for construct validation of the measurement method. As an early step to use quantitative methods with reflection, the LIWC shows promise. However, much more research must be done to extend these initial findings both in measurement and theory development.
{"title":"Reflection in Transformative Learning: The Challenge of Measurement","authors":"V. Savicki, Michele V. Price","doi":"10.1177/15413446211045161","DOIUrl":"https://doi.org/10.1177/15413446211045161","url":null,"abstract":"Reflection is a key component of the transformative learning process. In this study, we take steps to define components of reflection and link them to a computer-based, quantitative method of content analysis called Linguistic Inquiry and Word Count (LIWC). This method can be used to evaluate common forms of reflective writing such as journals, reflective essays, and blog posts. It has several advantages over more common qualitative approaches for measuring reflection. We test the efficacy of this quantitative measurement approach with data from 98 study abroad university students. The results indicate strong explanatory power that tracks well with theory and observation of the reflective process. Our approach follows procedures for construct validation of the measurement method. As an early step to use quantitative methods with reflection, the LIWC shows promise. However, much more research must be done to extend these initial findings both in measurement and theory development.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"19 1","pages":"366 - 382"},"PeriodicalIF":1.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42640929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1177/15413446211045160
Michelle Searle, Claire S Ahn, Lynn M Fels, Katrina Carbone
In this article, the authors speak to the paradox of assessing transformative learning (TL) in higher education. TL theory, developed by Jack Mezirow, is a theory of learning to describe the process of change in how individuals view the world based on previous experiences. Recognizing that the 10 phases of Mezirow’s TL theory are fluid and intertwined, three prominent aspects resonated within the individual narratives: the importance of a disorienting dilemma, the qualities of self-reflection, and liberatory actions. By exploring the complexities, challenges, and possibilities encountered in their classrooms, the shared narratives reveal how students were engaged in TL and embedded within are holistic assessment processes the authors enacted with learners. Throughout this dialogical narrative inquiry focused on assessment, the authors underwent their own TL in the presence of each other, confessing uncertainties and vulnerabilities, thus showcasing the potential to transform understanding with and through reciprocal learning.
{"title":"Illuminating Transformative Learning/Assessment: Infusing Creativity, Reciprocity, and Care Into Higher Education","authors":"Michelle Searle, Claire S Ahn, Lynn M Fels, Katrina Carbone","doi":"10.1177/15413446211045160","DOIUrl":"https://doi.org/10.1177/15413446211045160","url":null,"abstract":"In this article, the authors speak to the paradox of assessing transformative learning (TL) in higher education. TL theory, developed by Jack Mezirow, is a theory of learning to describe the process of change in how individuals view the world based on previous experiences. Recognizing that the 10 phases of Mezirow’s TL theory are fluid and intertwined, three prominent aspects resonated within the individual narratives: the importance of a disorienting dilemma, the qualities of self-reflection, and liberatory actions. By exploring the complexities, challenges, and possibilities encountered in their classrooms, the shared narratives reveal how students were engaged in TL and embedded within are holistic assessment processes the authors enacted with learners. Throughout this dialogical narrative inquiry focused on assessment, the authors underwent their own TL in the presence of each other, confessing uncertainties and vulnerabilities, thus showcasing the potential to transform understanding with and through reciprocal learning.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"19 1","pages":"339 - 365"},"PeriodicalIF":1.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45786098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1177/15413446211045175
Chang‐kyu Kwon, Seung-hyun Han, Aliki Nicolaides
The purpose of this study was to assess the validity and reliability of the Transformative Learning Outcomes and Processes Survey (TROPOS) in the workplace context. The results of a confirmatory factor analysis of the data gathered from 132 employees of a steel manufacturing company in the United States have shown that the TROPOS is an appropriate instrument for measuring transformative learning in the workplace context. Implications for transformative learning research and practice will be discussed.
{"title":"The Transformative Learning Outcomes and Processes Survey: A Validation Study in the Workplace Context","authors":"Chang‐kyu Kwon, Seung-hyun Han, Aliki Nicolaides","doi":"10.1177/15413446211045175","DOIUrl":"https://doi.org/10.1177/15413446211045175","url":null,"abstract":"The purpose of this study was to assess the validity and reliability of the Transformative Learning Outcomes and Processes Survey (TROPOS) in the workplace context. The results of a confirmatory factor analysis of the data gathered from 132 employees of a steel manufacturing company in the United States have shown that the TROPOS is an appropriate instrument for measuring transformative learning in the workplace context. Implications for transformative learning research and practice will be discussed.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"19 1","pages":"459 - 471"},"PeriodicalIF":1.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46961977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1177/15413446211045165
Molly den Heyer, Eric Smith, C. Irving
The following article describes how one organization, the Coady International Institute, met multiple monitoring, evaluation, research, and learning objectives while still staying true to its roots in transformative adult education. The Learning from Stories of Change (LSC) methodology brought together stories-based techniques with aspects of the Most Significant Change and the SenseMaker frameworks. The combination of methods was designed to facilitate reflection and a degree of participatory analysis in an online environment that reached over 400 graduates in 64 countries. It produced a rich set of data that provided key insights into program design and confirmed the transformative adult education model—particularly, that increases in knowledge and skills must be accompanied by changes in attitudes and motivations in order to make the leap from concepts to practice. This leads to individual behavioral changes that will in turn initiate positive social change in communities around the world.
{"title":"Tracing the Link Between Transformative Education and Social Action Through Stories of Change","authors":"Molly den Heyer, Eric Smith, C. Irving","doi":"10.1177/15413446211045165","DOIUrl":"https://doi.org/10.1177/15413446211045165","url":null,"abstract":"The following article describes how one organization, the Coady International Institute, met multiple monitoring, evaluation, research, and learning objectives while still staying true to its roots in transformative adult education. The Learning from Stories of Change (LSC) methodology brought together stories-based techniques with aspects of the Most Significant Change and the SenseMaker frameworks. The combination of methods was designed to facilitate reflection and a degree of participatory analysis in an online environment that reached over 400 graduates in 64 countries. It produced a rich set of data that provided key insights into program design and confirmed the transformative adult education model—particularly, that increases in knowledge and skills must be accompanied by changes in attitudes and motivations in order to make the leap from concepts to practice. This leads to individual behavioral changes that will in turn initiate positive social change in communities around the world.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"19 1","pages":"421 - 432"},"PeriodicalIF":1.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42925187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-19DOI: 10.1177/15413446211031930
Chin-Ping Liou
Research findings generally agree that international-service-learning (ISL) experiences may contribute to changes in the self in service learners. However, few studies have investigated how the self is experienced and rediscovered in the process of ISL. The purpose of this study was to investigate how students experienced their own self-becoming in interpersonal encounters with locals during ISL experiences. Seven in-depth, semistructured interviews were conducted with seven college students engaged in a 21-day ISL project in Ghana; their accounts were analyzed using interpretative phenomenological analysis. Three major themes emerged from the data analysis: (1) experiencing a gap, (2) launching out into the deep, and (3) embracing new possibilities. The findings provide a basis for future research and demonstrate the potential of ISL to help students explore and reconstruct their sense of self.
{"title":"Reaching Out: The Lived Experiences of Self-Becoming Through International Service-Learning","authors":"Chin-Ping Liou","doi":"10.1177/15413446211031930","DOIUrl":"https://doi.org/10.1177/15413446211031930","url":null,"abstract":"Research findings generally agree that international-service-learning (ISL) experiences may contribute to changes in the self in service learners. However, few studies have investigated how the self is experienced and rediscovered in the process of ISL. The purpose of this study was to investigate how students experienced their own self-becoming in interpersonal encounters with locals during ISL experiences. Seven in-depth, semistructured interviews were conducted with seven college students engaged in a 21-day ISL project in Ghana; their accounts were analyzed using interpretative phenomenological analysis. Three major themes emerged from the data analysis: (1) experiencing a gap, (2) launching out into the deep, and (3) embracing new possibilities. The findings provide a basis for future research and demonstrate the potential of ISL to help students explore and reconstruct their sense of self.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"122 - 137"},"PeriodicalIF":1.0,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15413446211031930","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45631196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-09DOI: 10.1177/15413446211028522
Larry Green
Mezirow’s theory of transformative learning presupposes agency. Agency is the means by which the limitations of an inadequate meaning perspective are transcended. It is the creative activity necessitated by an encounter with a disorienting dilemma. This implies that transformation cannot be achieved from within the existent meaning perspective. It can only be exercised from outside that constellation of constructs. This depends on the person dissociating from that perspective in order to enter a groundless state where originary thought is possible. In that state, they have access to an impersonal consciousness. That impersonal consciousness, which constructed the problematic meaning perspective, is now utilized for designing a more adequate one. These processes are accompanied by associated affects. For example, anxiety is the affect associated with groundlessness whereas depression with the lack of agency. I suggest that agency arises when the situation demands it and falls away after the dilemma has been addressed.
{"title":"Agency: The Force and Compass of Transformation","authors":"Larry Green","doi":"10.1177/15413446211028522","DOIUrl":"https://doi.org/10.1177/15413446211028522","url":null,"abstract":"Mezirow’s theory of transformative learning presupposes agency. Agency is the means by which the limitations of an inadequate meaning perspective are transcended. It is the creative activity necessitated by an encounter with a disorienting dilemma. This implies that transformation cannot be achieved from within the existent meaning perspective. It can only be exercised from outside that constellation of constructs. This depends on the person dissociating from that perspective in order to enter a groundless state where originary thought is possible. In that state, they have access to an impersonal consciousness. That impersonal consciousness, which constructed the problematic meaning perspective, is now utilized for designing a more adequate one. These processes are accompanied by associated affects. For example, anxiety is the affect associated with groundlessness whereas depression with the lack of agency. I suggest that agency arises when the situation demands it and falls away after the dilemma has been addressed.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"105 - 121"},"PeriodicalIF":1.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15413446211028522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43791678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-06DOI: 10.1177/15413446211028564
Kelley M. King, Kathryn V. Dixon, Ricardo González-Carriedo, Lisbeth Dixon-Krauss
This case study addressed effects of international student teaching on U.S. teacher candidates’ cross-cultural adaptability and perspectives on language, culture, and schooling. Interviews and the Cross-Cultural Adaptability Inventory were collected from 18 participants before and after 4 weeks student teaching internationally. Interviews were coded using the Cross-Cultural Adaptability Inventory dimensions and interpreted using Mezirow’s transformational learning theory. Findings suggested that increased cross-cultural adaptation aligns with transformational learning. Transformational learning led participants to question assumptions and consider incorporating different perspectives in future teaching.
{"title":"Transformation and Cross-Cultural Adaptation of Teacher Candidates in an International Student Teaching Program","authors":"Kelley M. King, Kathryn V. Dixon, Ricardo González-Carriedo, Lisbeth Dixon-Krauss","doi":"10.1177/15413446211028564","DOIUrl":"https://doi.org/10.1177/15413446211028564","url":null,"abstract":"This case study addressed effects of international student teaching on U.S. teacher candidates’ cross-cultural adaptability and perspectives on language, culture, and schooling. Interviews and the Cross-Cultural Adaptability Inventory were collected from 18 participants before and after 4 weeks student teaching internationally. Interviews were coded using the Cross-Cultural Adaptability Inventory dimensions and interpreted using Mezirow’s transformational learning theory. Findings suggested that increased cross-cultural adaptation aligns with transformational learning. Transformational learning led participants to question assumptions and consider incorporating different perspectives in future teaching.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"20 1","pages":"138 - 158"},"PeriodicalIF":1.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15413446211028564","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42186743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1177/15413446211011268
W. Carpenter
Dubouloz-Wilner’s Transformative Physical Rehabilitation: Thriving After a Major Health Event presents itself as a unique and profound resource for health care practitioners in physical rehabilitation by offering a transformative learning model focusing on patients’ perception of self, their diagnosis, and rehabilitation. The book describes the model, details inspiration, and studies that reinforce the model’s components and practical methods. The model presented in the book is a culmination of Mezirow’s perspective on transformative learning, Kuhn’s paradigm theory from the 60s, Friere’s conscientization theory, Gould’s psychological perspective in the seventies, and setup by Cranton’s cognitive perspective.
{"title":"Transformative physical rehabilitation: Thriving after a major health event","authors":"W. Carpenter","doi":"10.1177/15413446211011268","DOIUrl":"https://doi.org/10.1177/15413446211011268","url":null,"abstract":"Dubouloz-Wilner’s Transformative Physical Rehabilitation: Thriving After a Major Health Event presents itself as a unique and profound resource for health care practitioners in physical rehabilitation by offering a transformative learning model focusing on patients’ perception of self, their diagnosis, and rehabilitation. The book describes the model, details inspiration, and studies that reinforce the model’s components and practical methods. The model presented in the book is a culmination of Mezirow’s perspective on transformative learning, Kuhn’s paradigm theory from the 60s, Friere’s conscientization theory, Gould’s psychological perspective in the seventies, and setup by Cranton’s cognitive perspective.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"19 1","pages":"284 - 286"},"PeriodicalIF":1.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15413446211011268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47362447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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