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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-160074
DOI: 10.25656/01:16007; 10.26529/cepsj.510
URN: urn:nbn:de:0111-pedocs-160074
DOI: 10.25656/01:16007; 10.26529/cepsj.510
| Original Title |
Change, challenge, transformation: a qualitative inquiry into transformative teacher learning |
|---|---|
| Parallel title | Sprememba, izziv, transformacija:kvalitativna raziskava transformativnega ucenja uciteljev |
| Author | Kovacs, Helena |
| Source | CEPS Journal 8 (2018) 3, S. 99-118 |
| Document | full text (255 KB) |
| License of the document | In copyright |
| Keywords (German) | Lehrerfortbildung; Schulentwicklung; Innovation; Transformation; Bildungspolitik; Bildungssystem; Bildungsreform; Lehrer; Schulleiter; Kooperation; Interview; Qualitative Forschung; Fallstudie; Ungarn; Portugal |
| sub-discipline | Adult Education / Further Education Organisation of Education, Educational Planning, Educational Legislation |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2018 |
| review status | Peer-Reviewed |
| Abstract (English): | In its essence, transformative learning is a dynamic and ever-emerging process, according to the core literature that deals with it. As such, when examined from the perspective of teacher professional development, transformative learning ceases being solely related to an individual and becomes a composition within which the individual creates and expands forms that need change. Thus, teacher learning that focuses only on new technology, methodology, and classroom management remains informative and valuable, but without a transformative character. This paper explores the underpinning principles of transformative learning by observing the notions of transformative change from the perspective of two non-traditional schools: one in Hungary and the other in Portugal. As such, the analysis and conclusions are formed using the data collected through a qualitative inquiry of teachers and principals from the two selected schools. The results suggest that teacher transformative learning in the two specific settings is intimately related to the awareness and needof change in education provisions, as well as with the challenges that this change brings. The gathered insights pave a way to a better understanding of the intricate and delicate tapestry of teacher learning in occasions in which it embraces an everlasting reflective and transformative character. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2018 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 05.11.2018 |
| Citation | Kovacs, Helena: Change, challenge, transformation: a qualitative inquiry into transformative teacher learning - In: CEPS Journal 8 (2018) 3, S. 99-118 - URN: urn:nbn:de:0111-pedocs-160074 - DOI: 10.25656/01:16007; 10.26529/cepsj.510 |
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