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Transitioning to a More Sustainable Society: Unpacking the Role of the Learning-Action Nexus
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Moyer, Joanne M.; Sinclair, A. John; Quinn, Lisa – International Journal of Lifelong Education, 2016
In recent years, action on sustainability has been highly influential around the globe and many now recognize the importance of individual and social learning for inspiring action and achieving sustainability outcomes. Transformative learning theory has been criticized, however, for insufficient development of the link between learning and action.…
Descriptors: Sustainability, Active Learning, Learning Processes, Adult Learning
Implicit and Explicit Pedagogical Practices Related to Sociocultural Issues and Social Justice in Physical Education Teacher Education Programs
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Walton-Fisette, Jennifer L.; Philpot, Rod; Phillips, Sharon; Flory, Sara B.; Hill, Joanne; Sutherland, Sue; Flemons, Michelle – Physical Education and Sport Pedagogy, 2018
Background: For many years, scholars in Physical Education Teacher Educator (PETE) have argued for the importance of educating pre-service teachers (PSTs) about equality (e.g. Evans, J. 1990. "Defining a Subject: The Rise and Rise of the New Physical Education?" "British Journal of Sociology of Education" 11: 155-169),…
Descriptors: Educational Practices, Sociocultural Patterns, Social Justice, Physical Education
International Field Experience as an Impetus for Personal and Professional Transformation: Through the Lens of Early Childhood Postsecondary Students
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Bonnett, Tina Heather – Journal of Early Childhood Teacher Education, 2015
Research exploring preservice postsecondary students' experiences participating in an international field placement is a relatively new area of study in the domains of Early Childhood Education (ECE) and Early Childhood Leadership (ECL). While there is a growing body of literature offering merit to the profound transformations that can occur for…
Descriptors: Foreign Countries, Field Experience Programs, Preservice Teachers, Preservice Teacher Education
Language, Identity, and Emotionality: Exploring the Potential of Language Portraits in Preparing Teachers for Diverse Learners
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Lau, Sunny Man Chu – New Educator, 2016
The present study, framed from a critical and transformative approach to teacher education, aims to investigate whether language portraits (Prasad, 2010)--the mapping of one's language and cultural make-up on a body template--can help improve student teachers' self-understanding about language and identities and can foster critical reflection…
Descriptors: Multicultural Education, Concept Mapping, Preservice Teacher Education, Cultural Background
Challenging Change: Transformative Education for Economically Disadvantaged Adult Learners
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Hyland-Russell, Tara; Syrnyk, Corinne – International Journal of Lifelong Education, 2015
This paper focuses on the results of a mixed-methods study of 13 participants in a Radical Humanities programme designed as a transformative learning space for low-income adults who have experienced barriers to learning. Using demographic questionnaires, semi-structured narrative interviews and course evaluations this study examined participants'…
Descriptors: Transformative Learning, Lifelong Learning, Adults, Economically Disadvantaged
Transforming Teaching and Learning in ELT through Critical Pedagogy: An International Study
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Jeyaraj, Joanna Joseph; Harland, Tony – Journal of Transformative Education, 2014
In this study, the voices of academics who use critical pedagogy in English language teaching have been brought together to shed light on how this practice transforms teaching and learning. Data were collected through semistructured interviews with academics from Canada, Hong Kong, Korea, Malaysia, New Zealand, United Kingdom, United States, and…
Descriptors: Transformative Learning, Critical Theory, Teaching Methods, English (Second Language)