Researching Transformative Learning in Higher Education
Case Studies of Practice
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Beschreibung
This open access book presents a participatory exploration of the concept of transformative learning through case studies of research into the contributors’ own educational practice at a large, diverse higher education institution in England. Its purpose is to demonstrate to higher education educators across disciplines the processes, practices and transformative learning that can emerge from conducting Critical Participatory Action Research within their own higher education contexts. Readers are provided with detailed case studies of the research projects, including the authors’ aims, methods, challenges encountered, strategies for overcoming these challenges, and the transformative learning benefits experienced by both educators and students. The collaborative process of producing the book was itself a transformative learning experience for some of the authors and significantly strengthened their collegial relationships and their capacity to look hopefully towards the future of higher education.
Cosette Crisan is a professor at the Institute of Education, University College London, UK. She is a mathematics educator interested in researching the nature of subject-specific knowledge within the school curriculum and teacher education, including subject-specific mentoring.
Eleanore Hargreaves is a professor of learning and pedagogy at the Institute of Education, University College London, UK. She has carried out Research into her Own Practice in Education over the past 30 years, drawing extensively on Carr and Kemmis' Becoming Critical (1986).
Emma Newall is a lecturer in Science Education at the Institute of Education, University College London, UK. She has expertise in biology education research and the public understanding of biology, as well as qualitative research methods.
Hans Svennevig is the subject leader for PGCE Citizenship at the Institute of Education, University College London, UK. He is a member of the Association for Citizenship Teaching, serving as Vice Chair of the Board of Directors and journal editor.
This open access book presents a participatory exploration of the concept of transformative learning through case studies of research into the contributors’ own educational practice at a large, diverse higher education institution in England. Its purpose is to demonstrate to higher education educators across disciplines the processes, practices and transformative learning that can emerge from conducting Critical Participatory Action Research within their own higher education contexts. Readers are provided with detailed case studies of the research projects, including the authors’ aims, methods, challenges encountered, strategies for overcoming these challenges, and the transformative learning benefits experienced by both educators and students. The collaborative process of producing the book was itself a transformative learning experience for some of the authors and significantly strengthened their collegial relationships and their capacity to look hopefully towards the future of higher education.
This book is open access, which means that you have free and unlimited access Addresses how researching own practice can lead to transformational learning among educators and students Advances pedagogic research and its potential to enhance student experience and academics' professional identities Explores how to apply Critical Participatory Action Research in higher education
Autor*in
Cosette Crisan
Themen in »Researching Transformative Learning in Higher Education«
Open Access researching own practice transformational learning higher education practice pedagogic research critical reflection