Increments of Transformation From Midnight to Daylight: How a Professor and Four Undergraduate Students Experienced an Original Philosophy of Teaching and Learning in Two Online Courses

被引：6

作者：

Arroyo, Andrew T. ^{[1
]}

Kidd, Angel R. ^{[1
]}

Burns, Susan M. ^{[1
]}

Cruz, Ivan J. ^{[1
]}

Lawrence-Lamb, Judy E. ^{[1
]}

机构：

[1] Norfolk State Univ, Interdisciplinary Studies, 700 Pk Ave, Norfolk, VA 23504 USA

来源：

JOURNAL OF TRANSFORMATIVE EDUCATION | 2015年 / 13卷 / 04期

关键词：

critical reflection; transformative pedagogy; transformative learning;

D O I：

10.1177/1541344615587112

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Drawing from the qualitative tradition of narrative inquiry, and situated in an online learning environment at a historically Black college or university, this study explores the potential transformative impact of an original teaching philosophy fromthe perspectives of a tenure-track assistant professor and four former, nontraditional undergraduate students of age 28-62. We use our experiences to investigate (a) how we made practical meaning of the teaching philosophy? (b) what we learned about ourselves? and ultimately (c) whether we might have been (trans) formed in the process? When analyzed through the framework of Jack Mezirow's theory of transformative learning, our narratives offer evidence of transformative learning that is at least incremental in nature.

引用

页码：341 / 365

页数：25

共 28 条

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