Search results for: Transformative learning

This study was designed to examine teachers’ and principals’ perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. the study documents perceived transformation of teachers’ frames of reference: two related to teaching, and two related to leadership.

This article investigates teaching and learning science from two different perspectives transformative, aesthetic experience and a cognitive, rational framework. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts.

The article proposes an approach to teacher development that situates learning in its context of development, with attention to what is learned, what tools are appropriated, and how teaching and learning are mediated in practice. The authors present the social design experiment which are cultural historical formations designed to promote transformative learning for adults and children, as a tool for imagining and designing robust learning ecologies. The authors illustrate how cultural historical concepts of learning and development and situated practice become the means for university students to gain distance and reflect on the beliefs and practices that have informed their understandings of teaching.

The central argument of this essay is that Montessori teacher training offers a unique perspective on professional preparation, which is grounded in the core values—and paradoxes—of Montessori education. The author highlights three concepts—culture, craft, and coherence—that are common to the lexicon of teacher education but experienced distinctively in Montessori education. The essay probes several conceptual puzzles aimed toward reconsidering key ideas related to the development of cultural and technical expertise.