Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic.
Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for...
| Publicado en: | Teaching Theology & Religion Vol. 18; no. 4; pp. 303 - 326 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Oct2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=110318306&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 110318306 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13684868 7QH jtl: Teaching Theology & Religion issn: 13684868 maglogo: Y pubinfo: dt: Oct2015 vid: 18 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 110318306 10.1111/teth.12301 ppf: 303 ppct: 23 formats: fmt: – @attributes: type: T – @attributes: type: P size: 392KB tig: atl: Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic. aug: au: Patterson, Barbara A. B. (Bobbi) Munoz, Leslie Abrams, Leah Bass, Caroline affil: Emory College Department of Religion, Emory University su: Transformative learning Educational change College students Religious studies Ecology education Adults Higher education sug: subj: Transformative learning Educational change College students Religious studies Ecology education Adults Higher education keyword: Assessment and Analysis Contemplative Pedagogy Experiential Learning Grounded Theory Transformative Learning ab: Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a broader range of perspectives on and entry points for learning and behavior change engaging cognition, embodiment, aesthetics, emotions, and ethics (see Mezirow 1991 and Figures 1 and 2). The open-inquiry, multi-modal nature of transformative learning defies most traditional assessment strategies. This article demonstrates that grounded theory offers the rigorous qualitative analysis needed to document and track transformative learning outcomes in practice. By applying a grounded theory approach to data from over eighty student portfolios across several iterations of a Religion and Ecology course at Emory University, this article demonstrates a successful and replicable assessment of transformative learning pedagogies. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Teaching Theology & Religion holder: Wiley-Blackwell dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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