Student-Centered Transformative Learning in Leadership Education

Abstract

Innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education, yet little research exists on such pedagogical approaches within the field. Using a phenomenological approach in analyzing 26 students’ reflective narratives, the authors explore students’ experiences of and process of learning within a student-centered and inquiry-focused leadership capstone course. The process of this transformative learning experience is represented in five themes, which include the following: (1) challenging mental models of learning, (2) building trust, (3) finding freedom and empowerment, (4) deepening commitment to learning, and (5) reframing learning and self. Additionally, the students’ approach to learning changed throughout the course, shifting from dependence/independence toward interdependence. Implications for the use of this pedagogy and areas for future research are discussed.

A Systematic Review: Using Habits of Mind to Improve Student’s thinking in Class

“…In line with the Framework requirements, instructional strategies in the learning process should focus on the transformation of learning experiences through challenging cognitive learning models, freedom and empowerment of thinking, hence reframing a learning approach in secondary education to the self-centered efforts (Rigby, 2014;Haber-Curran & Tillapaugh, 2015). The designated framework of this transformation is student centered-learning -a process where "students learn to be critically reflective and examine their own beliefs" (Haber-Curran & Tillapaugh, 2015, p. 67).…”

“…Academic literature suggests that student-based learning could be introduced by shaping teacher-based learning through transformation driven by instructional leadership (Fierke et al, 2014;Haber-Curran & Tillapaugh, 2015). In the meantime, instructional leadership would appear in different forms depending on the external conditions and the institutional environment, which means that transformation should occur through "connecting the dots" between the logic of instructional leadership and principles and forms of student-centered learning.…”

“…Emerging trends in these directions also conform to the need of multidisciplinary thinking as it was stated in the initial suggestion of embedding habits of mind to the notion of critical thinking skills in the classroom. Haber-Curran & Tillapaugh (2015) suggested a model that explains how student"s attitudes and beliefs would change as a result of appropriate change in the instructional leadership methods combined with the habits of mind. Their process of student"s learning and relationships starts from the challenging of mental models of learning, gradually advancing the state of reframing learning and self through building trust, finding freedom and cultivating commitment to learning.…”

“…Their process of student"s learning and relationships starts from the challenging of mental models of learning, gradually advancing the state of reframing learning and self through building trust, finding freedom and cultivating commitment to learning. In other words, Haber-Curran & Tillapaugh (2015) demonstrated that students guided towards student-centered learning undergo the mental transformation of dependence/independence towards the interdependence, where self-motivation to learn is acquired through an understanding of the importance of knowledge acquisition for future success and equal place of teachers and students in their efforts of knowledge cultivation. This observation is also confirmed adversely by an applied study by Tolley et al (2012) for Thai school students.…”

Representation of the Student-Centred Learning Approach on University Website

“…Lecturer becomes a coordinator, assistant in the study process and instructor who offers a possibility to learn from one another and individually, as well as develops effective learning skills. (Spooner, 2015;Froyd, Simpson, 2010) To achieve the Baiba Ārina; Tatjana Koķe and Nora Jansone-Ratinika aim of changing the process of knowledge creation, during lectures, students mainly create new comprehension of materials studied thus implementing a new proactive approach to knowledge construction (Spooner, 2015;Haber-Curran, Tillapaugh, 2015).…”