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Transformative Learning (transformative + learning)

Distribution by Scientific Domains

Education	66%

Selected Abstracts

Transformative Learning as a Professional Development Goal

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 98 2003
Patricia Cranton
From the framework of transformative learning, this chapter explores how professional development can lead educators to be authentic, individuated, critically reflective practitioners. Practical strategies are provided. [source]

Education for Self-Support: Evaluating Outcomes Using Transformative Learning Theory,

FAMILY RELATIONS, Issue 2 2001
Suzanne Christopher
This paper describes the use of transformative learning theory to evaluate a family-empowerment project focusing on life skills. The project was designed in response to welfare reform in Montana. Open-ended interviews were conducted with 34 participants. Results revealed evidence of transformative learning outcomes such as an empowered sense of self and new connectedness with others. Respondents also spoke of factors built into the program designed to foster transformative learning. Implications are presented. [source]

Expressive ways of knowing and transformative learning

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 109 2006
Jacqueline Davis-Manigaulte
This chapter offers a conceptual map for describing different means by which expressive ways of knowing support a holistic approach to transformative learning [source]

Engaging spirituality in the transformative higher education classroom

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 109 2006
Derise E. Tolliver
This chapter discusses the challenges of fostering spirituality in the higher education classroom and its relationship to the practice of transformative learning. [source]

Transformative Learning as a Professional Development Goal

The learning dimension of evaluation use

NEW DIRECTIONS FOR EVALUATION, Issue 88 2000
Hallie Preskill
Evaluation's role in facilitating transformative learning in organizations is the focus of this chapter. The theories underlying constructivist and transformative learning, as well as specific evaluator roles and practices to support it, are described. [source]

Workplace performance,PLUS: Empowerment and voice through professional development and democratic processes in health care training

PERFORMANCE IMPROVEMENT QUARTERLY, Issue 4 2009
Kathleen P. King
Based on the theory of transformative learning (Mezirow, 1980) and critical pedagogy (Freire, 1980), mixed-methods research (Tashakkori & Teddlie, 1998) of a hospital workers' union and training organization addressed the impact of a custom-designed, group-focused, results-driven professional development model with 130 participants. Employees across many job titles participated. Findings reveal substantial content learning, along with the development of empowerment and voice. The purpose of the research was to determine the ways and the extent that worker voice, satisfaction, attitude, communication, and problem solving improved as workers and managers put into practice knowledge and skills learned through the training (Winchester, 2003). The scope of results includes efficiency and skill improvements and qualitative changes intersecting professional and personal realms. [source]

Assessment of the practicing physician: Challenges and opportunities

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue S1 2008
Eric S. Holmboe MDArticle first published online: 4 DEC 200
Abstract Despite spending a substantial amount of time in structured educational settings during early medical training, most physicians will spend the majority of their career in clinical practice. In the clinical practice setting, physicians become responsible for determining and implementing their own educational program in order to maintain, at a minimum, competence. Pressure to change the nature of continuing medical education (CME) parallels pressure from patients, payers, and policymakers to hold individual physicians more accountable for the care they provide. How can these two forces be brought together more deliberately and effectively? Comprehensive physician assessment provides such an opportunity with the potential to benefit all parties involved in health care, especially patients and physicians. Many assessment methods and tools exist today that can facilitate the integration of CME and quality. Using a multifaceted physician-level performance assessment system has substantial potential to align the public's need and desire to ensure their physician is competent, at a minimum, with providing the physician with meaningful, actionable information and data to improve performance and engage in transformative learning. CME programs need to incorporate more robust assessment as part of the learning activity to facilitate improvements in health care more directly. [source]