A Catalyst of Change: A Graduate Student’s Perspectives on Transformational Teaching.
Date
2019-11
Authors
Le, Ni-La
Martinez Hinestroza, Jose
Kraus, Erika
Hassan, Azad
Plough, India
Journal Title
Journal ISSN
Volume Title
Publisher
Forum of International Research in Education
Abstract
This article interprets teachers as change agents in light of the Transformational Teaching (TT) framework (Slavich & Zimbardo, 2012). Contributing to the understanding of teachers’ transformation, we report on a case study that explores how of a graduate student’s conceptualization of and engagement with the core methods of TT emerged and developed through her teaching in the context of a locally situated Cultures and Languages Across the Curriculum program. The analysis offers three findings. First, the core methods of TT are evidenced in the teacher’s practice. Second, specific program specifications facilitated her engagement with TT. Third, she was motivated to make changes in her teaching toward TT. We argue that the interaction among context, students, teaching practice and systematic reflection opportunities may act as a catalyzer of change in teachers’ understanding and engagement with TT.
Description
Keywords
transformational teachers, graduate students, case study, cultures and languages across the curriculum, transformational learning, Curriculum and Instruction
Citation
Lê, N.-L., Martínez Hinestroza, J., Kraus, E. B., Hassan, A., & Plough, I. C. (2019). A catalyst of change: A graduate student’s perspectives on transformational teaching. FIRE: Forum for International Research in Education, 5(2), pp. 97–119.
Rights
Rights Holder
Rights License
This work is licensed under a Creative Commons Attribution 4.0 International License.