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Transformative Learning Theory through the Incorporation of Edublogs: The Experiences of Prospective Teachers

Yıl 2019, Cilt: 25 Sayı: 97, 455 - 477, 20.09.2019
https://doi.org/10.22559/folklor.956

Öz

This article investigates the effects of teacher education, conducted through transformative learning theory, on
prospective teachers’ professional beliefs. This study is also aimed at identifying the transformations in their
perspectives regarding the teaching profession. The participant prospective teachers took part in various
projects using transformative pedagogy supported by Edublogs. The courses were implemented in both faceto-face activities in classroom settings and the Edublogs environment as a form of blended learning. A blended
method was preferred, in which 38 prospective teachers participated. The findings obtained after the 12-week
application indicated that transformative activities had a positive effect on the prospective teachers’
professional beliefs. Consequently, a positive transformation in their professional perspectives was observed.

Kaynakça

  • Abela, J. (2009). Adult learning theories and medical education: a review. Malta Medical Journal, 21(1), 11-18.
  • Baeten, M., Struyven, K., & Dochy, F. (2013). Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education?. Studies in Educational Evaluation, 39, 14-22.
  • Beach, P. (2017). Self-directed online learning: A theoretical model for understanding elementary teachers' online learning experiences. Teaching and Teacher Education, 61, 60-72.
  • Beauchamp, M.R., Barling, J., & Morton, K.L. (2011). Transformational teaching and adolescent self-determined motivation, self-efficacy, and intentions to engage in leisure time physical activity: a randomised controlled pilot trial. Applied psychology: health and well-being, 3, 127–150.
  • Bush, J & Dawson, R. (2013). Internet Brings Historic Shift in Learning. Retrieved from: http://www.miamiherald.com/2013/06/25/3470108/internet-brings-historicshift.html#storylink=cpy
  • Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey- Bass.
  • Cranton, P., & King, K.P. (2003). Transformative learning as a professional development goal. New perspectives on designing and implementing. Professional Development of Teachers of Adults, 98, 31-37.
  • Dirkx, J. M. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE Journal of Lifelong Learning, 7, 1-14.
  • Doering, A. (2006). Adventure learning: Transformative hybrid online education. Distance Education, 27(2), 197-215.
  • Emslie, N. (2016). Transformative learning and ministry formation. Journal of Adult Theological Education, 13(1), 48-63.
  • Fleischer, B. (2006) Mezirow's Theory of Transformative Learning and Lonergan's Method in Theology: Resources for Adult Theological Education. Journal of Adult Theological Education, 3(2), 147-162.
  • Glas, K., & Cárdenas-Claros, M.S. (2013). New English cultures and learner autonomy for intrinsic motivation and democratic empowerment in the Chilean context. English Teaching: Practice and Critique, 12(3), 23-40.
  • Hamlin, M. (2015). Technology in transformative learning environments. In C. Halupa (Ed.), Transformative curriculum design in health sciences education (pp. 126-140). Hershey, PA: IGI Global.
  • Hammond, L.D. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(10), 1-15.
  • Hegarty, N. (2010). Application of the academic motivation scale to graduate school students. The Journal of Human Resource and Adult Learning, 6(2).
  • Henderson, G. (2002). Transformative Learning as a Condition for Transformational Change in Organizations. Human Resource Development Review, 1(2), 186–214.
  • Henderson, J. (2010). An exploration of transformative learning in the online environment. 26th Annual Conference on Distance Teaching & Learning. Retrieved from: http://www.uwex.edu/disted/conference
  • Hilton, J.T. (2013). Digital critical dialogue: A process for implementing transformative discussion practices within online courses in higher education. MERLOT Journal of Online Learning and Teaching, 9(4), 602-614.
  • Hong, W. (2008). Exploring educational use of blogs in U.S. education. US-China Education Review, 5(10), 34-37.
  • Illeris, K. (2014).Transformative Learning re-defined: as changes in elements of the identity. INT. J. of Lifelong Education, 33(5), 573–586.
  • Keegan, P. (2011). Transformative e-learning and teaching in mandatory tertiary education. Asian Social Science, 7(11), 66-74.
  • King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39, 283–297.
  • King, K. P. (1999). Unleashing technology in the classroom: What adult basic education teachers and organizations need to know. Adult Basic Education, 9(3), 162-175.
  • King, K. P. (2000). Educational technology that transforms: Educators’ transformational learning experiences in professional development. In T. Stork, V. Chapman, & R. St. Clair (Eds.), Proceedings of the 41st annual Adult Education Research Conference (p. 211-215). Vancouver, Canada: University of British Columbia Press.
  • King, K. P. (2001). Professors’ transforming perspectives of teaching and learning while learning technology. Journal of Faculty Development 18(1), 25-32.
  • King, K. P. (2002a). Creating their futures: The transformative possibilities for women using technology in their professions. Teach Trends, 46(6), 37-41.
  • King, K. P. (2002b). A journey of transformation: A model of educators’ learning experiences in educational technology. In J. M. Pettitt & R. P. Francis (Eds.), Proceedings of the 43rd annual Adult Education Research Conference (pp. 195-200). Raleigh: North Carolina State University Press.
  • King, K. P. (2002c). Identifying success in online teacher education and professional development. Internet and Higher Education, 5(3), 231-246. 499
  • King, K. P. (2002d). Keeping pace with technology: Educational technology that transforms, Vol. 1: The challenge and promise for K-12 educators. Cresskill, NJ: Hampton.
  • King, K. P. (2002e). Technology catalyzing changing perspectives and practices of teaching and learning. Journal of Continuing Higher Education, 50(2), 26-37.
  • King, K. P. (2003a). Keeping pace with technology: Educational technology that transforms, Vol. 2: The challenge and promise for educators in higher education. Cresskill, NJ: Hampton. Lee, J., & Allen, K. (2006). Edublogs as an online assessment tool. Current Developments in Technology-Assisted Education, 391-395.
  • Meyers, S.A. (2008). Using transformative pedagogy when teaching online. College Teaching, 56(4), 219-224.
  • Mezirow, J. (1995). Transformative theory of adult learning. In M. Welton (ed), In Defense of the Lifeworld. Albany: State University of New York Press.
  • Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158- 172
  • Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in process. San Francisco, CA: Jossey-Bass.
  • Mezirow, J. “Contemporary Paradigms of Learning.” Adult Education Quarterly, 1996, 46 (3), Mezirow, J. “Transformative Theory of Adult Learning.” In M. Welton (ed.), In Defense of Mezirow, J. “Transformative Theory of Adult Learning.” In M. Welton (ed.), In Defense of Mezirow, J. “Transformative Theory of Adult Learning.” In M. Welton (ed.), In Defense of Morton, K.L., Keith, S.E., & Beauchamp, M.R. (2010). Transformational teaching and physical activity: a new paradigm for adolescent health promotion? Journal of health psychology, 15, 248– 257.
  • Özçınar, H. (2015). Mapping teacher education domain: A document co-citation analysis from 1992 to 2012. Teaching and Teacher Education, 47, 42-61.
  • Rena, M.P., & Pratt, K. (2007). Building Online Learning Communities. Second edition of building learning communities in cyberspace. San Francisco, CA: Jossey-Bass.
  • Ross, D., & Rosenbloom, A. (2011). Management course in a blended format reflections on building and teaching an undergraduate strategic. Journal of Management Education, 35(3), 351- 376.
  • Schwartz, T. (2013). Examination of factors that promote transformative learning experiences of college-level adult learners of foreign languages. A dissertation submitted to the Graduate Faculty of Auburn University, Degree of Doctor of Philosophy. Alabama.
  • Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56-65.
  • Taylor, E. (2008). Transformative learning theory. New Directions for Adult & Continuing Education, 119, 5-15.
  • the Lifeworld. Albany: State University of New York Press, 1995. the Lifeworld. Albany: State University of New York Press, 1995. the Lifeworld. Albany: State University of New York Press, 1995. Tunalı, S.B., Gözü, Ö., & Özen, G. (2016). Using a combination of qualitative and quantitative methods “mixed research method”. Online Journal of the Faculty of Communication Sciences, 24(2).
  • Utvær, B.K.S., & Haugan, G. (2016). The Academic Motivation Scale: Dimensionality, reliability, and construct validity among vocational students. Nordic Journal of Vocational Education and Training, 6(2), 17–45.
  • King, K. P. (2003b). Learning the new technologies: Strategies for success. New Perspectives on

Edublogların Katılımıyla Dönüştürücü Öğrenme Kuramı: Öğretmen Adaylarının Deneyimleri

Yıl 2019, Cilt: 25 Sayı: 97, 455 - 477, 20.09.2019
https://doi.org/10.22559/folklor.956

Öz

Bu makale, dönüştürücü öğrenme kuramı ile yürütülen öğretmen eğitiminin öğretmen adaylarının mesleki
inançları üzerindeki etkilerini incelemektedir. Bu çalışma aynı zamanda öğretmenlik mesleğine yönelik bakış
açılarındaki dönüşümleri belirlemeyi de amaçlamaktadır. Katılımcı öğretmen adayları, Edublogs tarafından desteklenen dönüştürücü pedagojiyi kullanarak çeşitli projelerde yer aldı. Kurslar, hem sınıf ortamında yüz
yüze etkinliklerde hem de Edublogs ortamında harmanlanmış bir öğrenme şekli olarak uygulanmıştır. 38
öğretmen adayının katıldığı karma bir yöntem tercih edilmiştir. 12 haftalık başvuru sonrasında elde edilen
bulgular dönüştürücü faaliyetlerin öğretmen adaylarının mesleki inançları üzerinde olumlu bir etkisi olduğunu
göstermiştir. Sonuç olarak, mesleki bakış açılarında olumlu bir dönüşüm gözlemlenmiştir

Kaynakça

  • Abela, J. (2009). Adult learning theories and medical education: a review. Malta Medical Journal, 21(1), 11-18.
  • Baeten, M., Struyven, K., & Dochy, F. (2013). Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education?. Studies in Educational Evaluation, 39, 14-22.
  • Beach, P. (2017). Self-directed online learning: A theoretical model for understanding elementary teachers' online learning experiences. Teaching and Teacher Education, 61, 60-72.
  • Beauchamp, M.R., Barling, J., & Morton, K.L. (2011). Transformational teaching and adolescent self-determined motivation, self-efficacy, and intentions to engage in leisure time physical activity: a randomised controlled pilot trial. Applied psychology: health and well-being, 3, 127–150.
  • Bush, J & Dawson, R. (2013). Internet Brings Historic Shift in Learning. Retrieved from: http://www.miamiherald.com/2013/06/25/3470108/internet-brings-historicshift.html#storylink=cpy
  • Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey- Bass.
  • Cranton, P., & King, K.P. (2003). Transformative learning as a professional development goal. New perspectives on designing and implementing. Professional Development of Teachers of Adults, 98, 31-37.
  • Dirkx, J. M. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE Journal of Lifelong Learning, 7, 1-14.
  • Doering, A. (2006). Adventure learning: Transformative hybrid online education. Distance Education, 27(2), 197-215.
  • Emslie, N. (2016). Transformative learning and ministry formation. Journal of Adult Theological Education, 13(1), 48-63.
  • Fleischer, B. (2006) Mezirow's Theory of Transformative Learning and Lonergan's Method in Theology: Resources for Adult Theological Education. Journal of Adult Theological Education, 3(2), 147-162.
  • Glas, K., & Cárdenas-Claros, M.S. (2013). New English cultures and learner autonomy for intrinsic motivation and democratic empowerment in the Chilean context. English Teaching: Practice and Critique, 12(3), 23-40.
  • Hamlin, M. (2015). Technology in transformative learning environments. In C. Halupa (Ed.), Transformative curriculum design in health sciences education (pp. 126-140). Hershey, PA: IGI Global.
  • Hammond, L.D. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(10), 1-15.
  • Hegarty, N. (2010). Application of the academic motivation scale to graduate school students. The Journal of Human Resource and Adult Learning, 6(2).
  • Henderson, G. (2002). Transformative Learning as a Condition for Transformational Change in Organizations. Human Resource Development Review, 1(2), 186–214.
  • Henderson, J. (2010). An exploration of transformative learning in the online environment. 26th Annual Conference on Distance Teaching & Learning. Retrieved from: http://www.uwex.edu/disted/conference
  • Hilton, J.T. (2013). Digital critical dialogue: A process for implementing transformative discussion practices within online courses in higher education. MERLOT Journal of Online Learning and Teaching, 9(4), 602-614.
  • Hong, W. (2008). Exploring educational use of blogs in U.S. education. US-China Education Review, 5(10), 34-37.
  • Illeris, K. (2014).Transformative Learning re-defined: as changes in elements of the identity. INT. J. of Lifelong Education, 33(5), 573–586.
  • Keegan, P. (2011). Transformative e-learning and teaching in mandatory tertiary education. Asian Social Science, 7(11), 66-74.
  • King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39, 283–297.
  • King, K. P. (1999). Unleashing technology in the classroom: What adult basic education teachers and organizations need to know. Adult Basic Education, 9(3), 162-175.
  • King, K. P. (2000). Educational technology that transforms: Educators’ transformational learning experiences in professional development. In T. Stork, V. Chapman, & R. St. Clair (Eds.), Proceedings of the 41st annual Adult Education Research Conference (p. 211-215). Vancouver, Canada: University of British Columbia Press.
  • King, K. P. (2001). Professors’ transforming perspectives of teaching and learning while learning technology. Journal of Faculty Development 18(1), 25-32.
  • King, K. P. (2002a). Creating their futures: The transformative possibilities for women using technology in their professions. Teach Trends, 46(6), 37-41.
  • King, K. P. (2002b). A journey of transformation: A model of educators’ learning experiences in educational technology. In J. M. Pettitt & R. P. Francis (Eds.), Proceedings of the 43rd annual Adult Education Research Conference (pp. 195-200). Raleigh: North Carolina State University Press.
  • King, K. P. (2002c). Identifying success in online teacher education and professional development. Internet and Higher Education, 5(3), 231-246. 499
  • King, K. P. (2002d). Keeping pace with technology: Educational technology that transforms, Vol. 1: The challenge and promise for K-12 educators. Cresskill, NJ: Hampton.
  • King, K. P. (2002e). Technology catalyzing changing perspectives and practices of teaching and learning. Journal of Continuing Higher Education, 50(2), 26-37.
  • King, K. P. (2003a). Keeping pace with technology: Educational technology that transforms, Vol. 2: The challenge and promise for educators in higher education. Cresskill, NJ: Hampton. Lee, J., & Allen, K. (2006). Edublogs as an online assessment tool. Current Developments in Technology-Assisted Education, 391-395.
  • Meyers, S.A. (2008). Using transformative pedagogy when teaching online. College Teaching, 56(4), 219-224.
  • Mezirow, J. (1995). Transformative theory of adult learning. In M. Welton (ed), In Defense of the Lifeworld. Albany: State University of New York Press.
  • Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158- 172
  • Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in process. San Francisco, CA: Jossey-Bass.
  • Mezirow, J. “Contemporary Paradigms of Learning.” Adult Education Quarterly, 1996, 46 (3), Mezirow, J. “Transformative Theory of Adult Learning.” In M. Welton (ed.), In Defense of Mezirow, J. “Transformative Theory of Adult Learning.” In M. Welton (ed.), In Defense of Mezirow, J. “Transformative Theory of Adult Learning.” In M. Welton (ed.), In Defense of Morton, K.L., Keith, S.E., & Beauchamp, M.R. (2010). Transformational teaching and physical activity: a new paradigm for adolescent health promotion? Journal of health psychology, 15, 248– 257.
  • Özçınar, H. (2015). Mapping teacher education domain: A document co-citation analysis from 1992 to 2012. Teaching and Teacher Education, 47, 42-61.
  • Rena, M.P., & Pratt, K. (2007). Building Online Learning Communities. Second edition of building learning communities in cyberspace. San Francisco, CA: Jossey-Bass.
  • Ross, D., & Rosenbloom, A. (2011). Management course in a blended format reflections on building and teaching an undergraduate strategic. Journal of Management Education, 35(3), 351- 376.
  • Schwartz, T. (2013). Examination of factors that promote transformative learning experiences of college-level adult learners of foreign languages. A dissertation submitted to the Graduate Faculty of Auburn University, Degree of Doctor of Philosophy. Alabama.
  • Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56-65.
  • Taylor, E. (2008). Transformative learning theory. New Directions for Adult & Continuing Education, 119, 5-15.
  • the Lifeworld. Albany: State University of New York Press, 1995. the Lifeworld. Albany: State University of New York Press, 1995. the Lifeworld. Albany: State University of New York Press, 1995. Tunalı, S.B., Gözü, Ö., & Özen, G. (2016). Using a combination of qualitative and quantitative methods “mixed research method”. Online Journal of the Faculty of Communication Sciences, 24(2).
  • Utvær, B.K.S., & Haugan, G. (2016). The Academic Motivation Scale: Dimensionality, reliability, and construct validity among vocational students. Nordic Journal of Vocational Education and Training, 6(2), 17–45.
  • King, K. P. (2003b). Learning the new technologies: Strategies for success. New Perspectives on
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Türk Halk Bilimi
Bölüm Derleme Makaleleri -Compilation Articles
Yazarlar

Enis Faslı Bu kişi benim

Funda Gezer Faslı Bu kişi benim

Yayımlanma Tarihi 20 Eylül 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 25 Sayı: 97

Kaynak Göster

APA Faslı, E., & Gezer Faslı, F. (2019). Transformative Learning Theory through the Incorporation of Edublogs: The Experiences of Prospective Teachers. Folklor/Edebiyat, 25(97), 455-477. https://doi.org/10.22559/folklor.956

Derginin yayım dili Türkçe ve İngilizce’dir, ayrıca Türkçe de olsa tüm basılan makalelerin başlık, öz ve anahtar sözcükleri İngilizce olarak da makalede bulunur. Hakemlerden onay almış Türkçe makaleler için 750-1000 sözcükten oluşan genişletilmiş özet (extended summary) gereklidir. Elektronik çeviriler kabul edilmez.
Dergi TR-Dizin, Web of Science (ESCI), DOAJ ile diğer pek çok dizin tarafından taranmaktadır. Scimagoe quartile değeri: Q2 'dir:

TR DIZIN 2020 Etik Kriterleri kapsamında, dergimize 2020 yılından itibaren etik kurul izni gerektiren çalışmalar için makalenin yöntem bölümünde ilgili Etik Kurul Onayı ile ilgili bilgilere (kurul-tarih-sayı) yer verilmesi gerekecektir. Bu nedenle dergimize makale gönderecek olan yazarlarımızın ilgili kriteri göz önünde bulundurarak makalelerini düzenlemeleri önemle rica olunur.

Alan Editörleri/ Field Editörs

Halkbilimi/Folklore
Prof.Dr. Hande Birkalan-Gedik (JohannWolfgang-Goethe İniversitet-birkalan-gedik@m.uni-frankfurt.de)
Prof.Dr. Ali Yakıcı (Gazi Üniversitesi-yakici@gazi.edu.tr)
Prof.Dr. Aynur Koçak (Yıldız Teknik Üniversitesi-nurkocak@yildiz.edu.tr)
Prof.Dr. Işıl Altun ( (Regensburg Üniversitesi/Kocaeli Üniversitesi-İsil.Altun@zsk.uni-regensburg.de)
Edebiyat/Literature
Prof.Dr. Abdullah Uçman (Mimar Sinan Güzel Sanatlar Üniversitesi -emekli-29 MayısÜniversitesi-abdullahucman@29mayis.edu.tr
Prof. Dr. Ramazan Korkmaz (Ardahan Üniversitesi-emekli-Kafkasya Üniversiteler Birliği -KÜNİB-r_korkmaz@hotmail.com)
Prof.Dr. Emel Kefeli (Marmara Üniversitesi-emekli-İstanbul 29 Mayıs Üniversitesi-ayseemelkefeli @gmail.com)
Antropoloji/Anthropology
Prof.Dr. Hanife Aliefendioğlu (Doğu Akdeniz Üniversitesi-hanife.aliefendioglu@emu.edu.tr)
Prof. Dr. Şebnem Pala Güzel (Başkent Üniversitesi-sebnempa@baskent.edu.tr)
Prof.Dr. Derya Atamtürk Duyar (İstanbul Üniversitesi-datamturk@istanbul.edu.tr)
Prof.Dr. Meryem Bulut (Ankara Üniversitesi-meryem.bulut@gmail.com)
Dil-Dilbilim/Language-Linguistics
Prof.Dr. Nurettin Demir (Hacettepe Üniversitesi-demir@hacettepe.edu.tr)
Prof. Dr. Aysu Erden (Maltepe Üniversitesi-aysuerden777@gmail.com)
Prof.Dr. Sema Aslan Demir (Hacettepe Üniversitesi-semaaslan@hacettepe.edu.tr)