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ETD RECORD
Application of Mezirow's transformational learning theory in a multiple case study of first year elementary school teachers
Citation
Johnson, Dana A.. (2007). Application of Mezirow's transformational learning theory in a multiple case study of first year elementary school teachers. Theses and Dissertations Collection, University of Idaho Library Digital Collections. https://www.lib.uidaho.edu/digital/etd/items/etd_210.html
- Title:
- Application of Mezirow's transformational learning theory in a multiple case study of first year elementary school teachers
- Author:
- Johnson, Dana A.
- Date:
- 2007
- Keywords:
- First year teachers--Attitudes First year teachers--Supervision of
- Program:
- Education
- Abstract:
- This multiple case study explored the nature of disorienting dilemmas and attending transformative learning opportunities held by four first year public elementary teachers. Mezirow's transformational learning theory provided the foundation to describe the experiences and learning of beginning teachers in this study. The participants, selected through purposeful sampling, were first year certified full time public elementary teachers in a "regular" education classroom.;Multiple sources to collect data were utilized including interviews, observations, and documents. Data were collected during the spring semester as participants were completing their first year of teaching. Research indicates this time of year most beginning teachers are engaged in the reflection phase when personal learning is reflected upon and teaching strategies and techniques are improved. Therefore, the spring semester was chosen since teachers would have experienced informational and transformational learning and be engaged in the reflective process of those experiences.;All four participants disclosed informational learning experiences (n=15). Three of the four participants revealed transformational learning experiences (n=7). Each transformational learning event was set in motion by a disorienting dilemma. The dilemma confronted by each participant compelled them to reflect and question previously held assumptions. Two of the seven were initiated by a single trigger event with the remaining five a remit of integrating circumstances. Only one of the transformations was epochal, a sudden insight while the remaining six were viewed as incremental. Engagement in discourse was vital to each participant during the transformational learning process and implementation of new perspective. Participants turned to the support of mentors, colleagues, and family members as they sought to understand their learning experiences.;Recommendations for further study include the study of participants engaged in transformational learning rather than during the reflective process or how the personal' traits of an individual promote transformational learning.
- Description:
- Thesis (Ph. D., Education)--University of Idaho, December 2007.
- Major Professor:
- Russell A. Joki.
- Defense Date:
- December 2007.
- Type:
- Text
- Format Original:
- xii, 229 leaves ;29 cm.
- Format:
- record
Rights
- Rights:
- In Copyright - Educational Use Permitted. For more information, please contact University of Idaho Library Special Collections and Archives Department at libspec@uidaho.edu.
- Standardized Rights:
- http://rightsstatements.org/vocab/InC-EDU/1.0/