Professional development as transformational learning

Pohland, Paul A.; Bova, Breda Murphy

doi:10.1080/136031200292786

Cited by 26 publications

(18 citation statements)

References 2 publications

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“…Pohland and Bova (2000), Macleod, Parkin, Pullon, and Robertson (2003), Mallory (2003), Feinstein (2004), and King (2004) state that the best ways to promote transformative learning for adult learners is to provide them with learning experiences such as direct, personally engaging, and stimulating reflections upon their experiences. These include critical thinking skills, personal self-reflection, classroom discussions and dialogues, and mentoring.…”

Section: Transformative Learningmentioning

confidence: 97%

Transformative Learning Experiences of International Graduate Students From Asian Countries

Kumi–Yeboah

James

2014

Journal of Transformative Education

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This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants reported having experienced transformative learning, while 17.7% reported no transformative experiences. Among participants who experienced transformative learning, 31.8% of the transformative experiences were associated with education only, 33.3% were by both education and noneducation, while 17.2% were noneducational. Ten participants were randomly selected to ensure representations across gender, agegroup, and college for follow-up interviews. Majority of the participants experienced transformative learning as a result of both educational and noneducational activities. Major life changes such as student and faculty support, classroom discussions, new life experiences, and learning a new language emerged from the follow-up interviews.

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Section: Transformative Learningmentioning

confidence: 97%

Transformative Learning Experiences of International Graduate Students From Asian Countries

Kumi–Yeboah

James

2014

Journal of Transformative Education

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“…Human beings create meanings out of their everyday experiences and act, or at least try to act, in accord with these meanings (Pohland and Bova, 2000). While meaning schemes are points of view that can become transformed by everyday insights, perspectives are 'obdurate, less permeable, and more elusive habits of mind (Mezirow, 1996: 168).…”

Section: Adult Learning In Action -Transformative Learningmentioning

confidence: 99%

Executive Coaching: Towards a Dynamic Alliance of Psychotherapy and Transformative Learning Processes

Gray

2006

Management Learning

103

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Coaching is emerging as a major professional development and performance enhancement process for senior managers and executives. There are, however, few professional development programmes aimed specifically at coaches themselves, and no internationally recognised qualification or professional standard. Much of the literature on coaching has been written by practitioners or those with an interest in human psychology, and particularly psychotherapeutic approaches to support. Yet some psychotherapeutic processes sometimes assume quite longerterm relationships between the coach and the coachee -the 'therapeutic alliance'. Many businesses and managers themselves, however, usually seek focussed solutions to immediate problems. While recognising that there may be cases when longer-term relationships are entirely appropriate, this article offers adult learning theory, and specifically transformative learning, as an alternative or parallel theoretical model capable of underpinning the coaching processes. Transformative learning is concerned with the processes of critical reflection, the development of critical awareness of personal and organisational assumptions and the fostering of action. All coaches, however, need to be aware that the coaching process may open up deep-seated anxieties and problems, some of which are more appropriately addressed by a psychotherapeutic approach. Hence, a dynamic network model of coaching is proposed, in which psychotherapists and nontherapists collaborate to facilitate their mutual professional coaching development, learning and support.

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“…Pohland and Bova (2000, p. 139) emphasize the social or dialogic context of transformative learning. The preliminary phase of the dialogal process for our research study "Who am I as a teacher?"…”

Section: Dialogal Processmentioning

confidence: 97%

A Writer's Retreat as a Facilitator for Transformative Learning

Wittman

Velde

Carawan

et al. 2008

Journal of Transformative Education

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Transformational learning is frequently discussed as a desired outcome for students. The authors are five experienced academicians from different disciplines who experienced transformational learning during a writing retreat. The transformations centered on a changed worldview about academia that occured during a phenomenological study focused on "Who am I as a teacher?" An analysis of field notes taken during this 3-day writing retreat reveal five themes: (a) individual transformations, (b) immersion in a retreat setting, (c) a preexisting trusting relationship, (d) a dialogal process, and (e) reflexivity and photography. Changes in the authors' worldviews of academia related to the gendered aspects of teaching and the increased focus on teaching and research in middle adulthood result in a view of academia as interdependent and socially constructed.

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Professional development as transformational learning

Cited by 26 publications

References 2 publications

Transformative Learning Experiences of International Graduate Students From Asian Countries

Transformative Learning Experiences of International Graduate Students From Asian Countries

Executive Coaching: Towards a Dynamic Alliance of Psychotherapy and Transformative Learning Processes

A Writer's Retreat as a Facilitator for Transformative Learning

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