Change, Challenge, Transformation: A Qualitative Inquiry into Transformative Teacher Learning

Abstract

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 collectedthrough 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 inwhich it embraces an everlasting reflective and transformative character.

Analisis kompetensi dan peran coach akademik terhadap kemampuan guru dalam menerapkan strategi pengembangan kompetensi pedagogik

“…Transformasi pembelajaran menggambarkan sebuah kondisi dinamis dan berorientasi pada proses pembelajaran yang memerlukan perubahan paradigma baru guru profesional yang memiliki kemampuan merancang desain pembelajaran dengan mengintegrasikan teknologi, metodologi dan manajemen kelas. (Kovacs 2018) Fakta ini memaknai bahwa perlunya guru membuat sebuah perbedaan. .…”

“…. Bentuk nyata sebuah perbedaan yang perlu dimiliki guru adalah memiliki pemahaman baru tentang makna pekerjaan, melakukan sebuah reflektif mengenai makna dan spiritualitas pekerjaan, internalisasi terhadap nilai pekerjaan guru yang bukan merupakan sebuah rutinitas melainkan kemampuan mengorganisir pendekatan kelas sebagai sebuah interaksi humanis dengan peserta didik yang berbasis pada jendela dunia Ratnawati Susanto *) , Yuli Azmi Rozali atau beranjak ke luar dari sekedar pengalaman belajar di dalam ruang kelas.. (Dymond et al 2008;Id 2020;Kovacs 2018;Kumala, Levin, and Schrum 2019;Susanto 2021a;Susanto, Syofyan, et al 2021;Susanto, Rachmadtullah, and Rachbini 2020a) Dalam konteks sekolah, maka guru sebagai transformer pembelajaran perlu memiliki kemampuan dasar untuk merancang proses dan menggali potensi serta memaksimalkan kinerja dan prestasi para peserta didik. (Creighton and Tech 2010).…”

Lost Trust? The Experiences of Teachers and Students during Schooling Disrupted by the Covid-19 Pandemic

“…Both teachers and students pointed to the drawbacks and benefits of (ill-)prepared instruction, and (un)transparent assessment in distance and hybrid education, in terms of learning outcomes. Well-designed inclusive instruction in the digital environment is related to the culture that teachers build around implementing technology (McMahon & Walker, 2019), which is embedded in the school context and local realities (Kovacs, 2018), as well as in wider societal discourses on digitalisation in education (Vivitsou, 2019). Therefore, capacity building should aim to develop pedagogical skills in the digital environment, formative assessment, and a relational approach to instruction and learning (UNESCO, 2020a), and it should be articulated in horizontal exchange and collaboration within schools, allowing for the exploration of teachers' preconceptions and previous practices of integrating digital technologies into classroom instruction.…”

Teacher learning in innovative learning environments, in the context of educational reforms and developmental interventions

“…This all is crowned with the challenges and benefits of working in innovative learning environments which brings both high demands and high satisfaction in terms of teacher learning and attitudes towards learning and education. Learning in places where educational innovation is nurtured brings out the potential of transformative learning for both teachers, students and the school communities (Kovacs, 2018).…”

“…Furthermore, teacher learning that emerges in an innovative learning environment is tied to the specific innovation but often goes beyond a particular innovative model or technique. The transformative capacity of teacher learning in innovative environments creates a new type of knowledge and awareness of the world that transcends into everything that teacher as professional and as a private person does (Kovacs, 2018). Such practice is thus embedded in the transformative capacity of the school, and the comprehensiveness of the educational strategy and policymaking oriented towards supporting innovations.…”