Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic
Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for...
| Main Author: | |
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| Contributors: | ; ; |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Wiley-Blackwell
[2015]
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| In: |
Teaching theology and religion
Year: 2015, Volume: 18, Issue: 4, Pages: 303-325 |
| RelBib Classification: | ZF Education |
| Further subjects: | B
Assessment and Analysis
B Contemplative Pedagogy B Experiential Learning B Grounded Theory B Transformative Learning |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
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| 245 | 1 | 0 | |a Transformative Learning |b A Case for Using Grounded Theory as an Assessment Analytic |c Barbara A. B. (Bobbi) Patterson (Emory College Department of Religion, Emory University), and Leslie Munoz (Emory College Department of Religion, Emory University), with Leah Abrams (Emory College Department of Religion, Emory University) and Caroline Bass (Emory College Department of Religion, Emory University) |
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| 520 | |a Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a broader range of perspectives on and entry points for learning and behavior change engaging cognition, embodiment, aesthetics, emotions, and ethics (see Mezirow 1991 and Figures 1 and 2). The open-inquiry, multi-modal nature of transformative learning defies most traditional assessment strategies. This article demonstrates that grounded theory offers the rigorous qualitative analysis needed to document and track transformative learning outcomes in practice. By applying a grounded theory approach to data from over eighty student portfolios across several iterations of a Religion and Ecology course at Emory University, this article demonstrates a successful and replicable assessment of transformative learning pedagogies. | ||
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