Transformational Learners: Transformational Teachers Transformational Learners: Transformational Teachers

Abstract

: Transformational learning, according to Mezirow (1981), involves transforming taken-for-granted frames of reference into more discriminating, flexible ‘habits of mind’. In teacher education, transformative learning impacts on the development of students’ action theories, self-efficacy and professional attributes. Although considered imperative to reflective practice, not all students take a transformative, ‘double-loop’ approach to learning; reflexive and adaptive learning are also identifiable. This paper discusses the integration of the three learning approaches in the conceptualisation of LEAR n T Theory (Jones, 2008), whereby L earning evolves as: E fficacy informs A ctions, and R eflectio n impacts T heory building. LEARnT integrates reflexive, adaptive and transformative approaches. In Reflexive approaches , learning is restricted, action theories remain covert, efficacy remains stable and actions are automated. In Adaptive learning , reflection is ‘single-loop’ in nature; it involves the modification of concepts whilst maintaining existing schema; theories of action, efficacy and behaviours may alter. LEARnT theory provides a challenging paradigm for a larger study into teacher education student learning approaches.