Lufi Kartika Sari, Free De Backer, A. Joson, Koen Lombaerts
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引用次数: 0
Abstract
Experiencing unfamiliar environments tends to foster transformative learning. However, limited studies investigate how experiencing contrasting localities fosters transformative learning, such as teaching practice in remote areas by pre-service teachers who are from elsewhere. This study focuses on revealing pre-service teachers’ transformative learning experiences during their teaching practice by investigating the changes associated with their teaching practice and how these changes occur. Using semi-structured interviews, we questioned forty-one pre-service primary teachers about their 1-year teaching experiences in remote areas of Indonesia. The findings show that pre-service teachers undergo changes in perspective, which indicate a transformative learning outcome. Three elements of the transformative learning process—disorientation, exploring new roles, and reflection—are also identified in the data. These three elements of the transformative learning process influence pre-service teachers’ perspectives. This implies that teaching practice in remote areas stimulates pre-service teachers to experience transformative learning.
期刊介绍:
The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education.