Fostering transformative learning in an online ESL professional development program for K-12 teachers

Karin Sprow Forté, David Blouin

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This qualitative study examines evidence of transformative learning surrounding sociocultural issues in the K-12 classroom of in-service teachers, while participating in an online English as a Second Language (ESL) professional development program. Using inductive data analysis, precursors and catalysts to transformative learning were identified to understand the ways in which 24 purposefully sampled participants experienced learning. Areas explored included ways in which the candidates participated in critical reflection of their own perspectives, ways in which this process affected their meaning making of their experiences, potential for action in changing their practice as ESL educators, and transformative learning features present throughout their learning experiences. Findings reveal evidence of perspective shifts in this context that complement the professional dispositions identified as important for K-12 teachers: the importance of carefully choosing resource materials in professional development, and the necessity to encourage critical reflection in course activities.

Original languageEnglish (US)
Article number12
Pages (from-to)781-797
Number of pages17
JournalQualitative Report
Volume21
Issue number4
StatePublished - Apr 25 2016

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Foster Home Care
Learning
teacher
learning
disposition
Action Potentials
evidence
experience
data analysis
Language
candidacy
educator
classroom
present
language
resources

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Cultural Studies
  • Education

Cite this

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Fostering transformative learning in an online ESL professional development program for K-12 teachers. / Forté, Karin Sprow; Blouin, David.

In: Qualitative Report, Vol. 21, No. 4, 12, 25.04.2016, p. 781-797.

Research output: Contribution to journalArticle

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