Transformative learning: An emotional (r)evolution

Carter, Patricia L.; Nicolaides, Aliki

doi:10.1002/ace.20476

Cited by 12 publications

(4 citation statements)

References 60 publications

(147 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The correlation identified between the utilization of emotion- focused coping strategies and transformative potential implies that an individual's ability to adjust emotionally has an impact on the overall growth of a community (Carter & Nicolaides, 2023). The ability to effectively cope with emotions may be crucial in collaboratively handling obstacles (Mah et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Positive Coping and Community Resilience in Disaster Management for Flooding in Malaysia

2024

J Angiotherapy

View full text Add to dashboard Cite

Background: Flood disasters increase the risk of both direct health impacts like trauma, injuries, and infectious diseases, as well as indirect impacts such as displacement-related and mental health problems. Disasters, though devastating, can have their adverse effects mitigated. A pivotal aspect in disaster management is community resilience, which is instrumental for sustainable recovery and growth. Individuals' readiness to take preparedness measures that increase community resilience might be influenced by their coping mechanisms. This study assessed the association between positive coping and community resilience among affected communities in Shah Alam, Malaysia. Methods: We conducted a cross-sectional study and recruited participants by using purposive sampling. The participants were required to self-report their sociodemographic profile, coping, and community resilience. Coping was assessed using the Brief-Coping Orientation to Problems Experienced scale, and community resilience was assessed using the Communities Advancing Resilience Toolkit survey. Multivariable logistic regression was performed. Results: The findings demonstrated that problem-focused coping was the strongest predictor for community resilience in all domains. Participants with low problem- and emotion-focused coping were associated with low community resilience. Conclusion: A strong sense of social responsibility fosters more resilient communities. It is imperative to craft holistic community health programs, embedding both social responsibility and resilience, to proactively mitigate and manage disaster risks. As such, the adoption of comprehensive community resilience frameworks should be prioritized within health and disaster management blueprints.

show abstract

Section: Discussionmentioning

confidence: 99%

Positive Coping and Community Resilience in Disaster Management for Flooding in Malaysia

2024

J Angiotherapy

View full text Add to dashboard Cite

show abstract

“…▪ Emotional Cognition: Advances in AI have also permeated the emotional dimension of learning. A recent extension to Mezirow's Transformative Learning theory advocated for a complete grief process to navigate from "edge-emotions" to a "comfort zone," facilitating transformative learning [25]. Furthermore, Emotion AI, a subset of AI, demonstrated its potential in mitigating negative emotions like anger, which could impede creative problemsolving [26].…”

Section: Potential Innovations In Personalized Learning and Emotional...mentioning

confidence: 99%

Research on the Disruptive Transformation and Future Development of American Teaching Models in the Context of Intelligent Transformation

Wei

2024

AEMPS

View full text Add to dashboard Cite

The educational landscape is undergoing a transformative shift with the integration of Artificial Intelligence (AI), especially evident in the United States where the "AI tutor + teacher" collaborative teaching model is gaining traction. This model synergizes the computational prowess of AI tutors with the irreplaceable emotional intelligence and creativity of human teachers, aiming to optimize educational outcomes and foster a more personalized learning experience. This essay delves into the intricacies of this innovative teaching model, elucidating its structure, characteristics, and potential future developments through a blend of theoretical analysis and practical case studies, including an in-depth examination of the Bettys Brain platform. The discussion extends to the foundational elements of Intelligent Tutoring Systems and the emerging field of human-computer collaborative teaching, highlighting the multifaceted implications of AI in education. The research methods encompass a comprehensive review of existing literature, case study analysis, and theoretical exploration. The essay concludes by underscoring the transformative potential of AI in education, while also advocating for a mindful approach to its integration, ensuring alignment with educational equity and ethical standards. The findings and discussions presented in this essay contribute to the broader discourse on the future of education, emphasizing the need for a balanced and thoughtful integration of AI to enhance the teaching-learning paradigm.

show abstract

“…Significantly, in line with the analysis, the finding is that an application of transformation reflection can assist pre-service teachers to enact SJL. Carter and Nicolaides (2023) assert that a transformative stance toward reflection hinges on the idea that individuals would experience an emotional revolution, that is, knowing and seeing SJL from a new perspective. We are of the opinion that such a revolution may enhance new lines of inquiry regarding what SJL might be and how it should be enacted, thus motivating pre-service teachers to build skill and self-assurance to encourage change and collaborative mindsets.…”

Section: Critical Reflection To Enact Social Justice Leadershipmentioning

confidence: 99%

Social Justice Leadership Capabilities for Pre-Service Teachers in Contemporary Times: An Education Policy Perspective

Barnett,

de Klerk

2023

IJLTER

View full text Add to dashboard Cite

In the aftermath of the COVID-19 pandemic, social justice leadership (SJL) has become more imperative for pre-service teachers in higher education institutions (HEIs). Significantly, HEIs face a serious need for change that encourages the advancement of SJL with the aim to develop knowledge, equitability, accessibility, and connectivity. The problem is that pre-service teachers still find it challenging to assert themselves without rejection, fear, or prejudice, whilst they are uncertain of how to enact SJL during their studies in HEIs. As such, this conceptual paper aims to explore social justice leadership (SJL) capabilities for pre-service teachers in contemporary times from an education policy perspective. An emphasis on SJL capabilities can be directive in terms of pre-service teachers’ capacity regarding a leadership style that encourages engagement in school leadership practices. Having employed social justice leadership theory and a conceptual research design, stipulations in the Revised Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ) were analyzed by means of interpretive policy analysis. The significance of policy analysis of this kind is that it can contribute to the empowerment of pre-service teachers on how to enact SJL in HEIs. The findings showed that SJL is vital because it can assist pre-service teachers in constantly questioning if social justice is actively applied in teaching and learning environments. Also, a socially just environment in HEIs can contribute to an awakening of pre-service teachers’ SJL abilities, and an application of transformation reflection can assist pre-service teachers to enact SJL. This paper offers a social justice leadership capabilities framework (SJLCF) that recommends that HEIs should advance their understanding of policy options, create dialogue spaces and promote transformative activism so that pre-service teachers can be in a position to enhance social justice practices.

show abstract

Transformative learning: An emotional (r)evolution

Cited by 12 publications

References 60 publications

Positive Coping and Community Resilience in Disaster Management for Flooding in Malaysia

Positive Coping and Community Resilience in Disaster Management for Flooding in Malaysia

Research on the Disruptive Transformation and Future Development of American Teaching Models in the Context of Intelligent Transformation

Social Justice Leadership Capabilities for Pre-Service Teachers in Contemporary Times: An Education Policy Perspective

Contact Info

Product

Resources

About