Teaching for Transformation: Master of Social Work Students Identify Teaching Approaches That Made a Difference
Transformative learning captures the process by which students engage in their learning, experience a change in perspective, of themselves or society, and then enact their new understanding. The purpose of this 4-year, four-cohort study was to identify the transformative learning experiences of Mast...
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| Vydáno v: | Journal of transformative education Ročník 23; číslo 2; s. 219 - 240 |
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| Jazyk: | angličtina |
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Los Angeles, CA
SAGE Publications
01.04.2025
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| ISSN: | 1541-3446, 1552-7840 |
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| Abstract | Transformative learning captures the process by which students engage in their learning, experience a change in perspective, of themselves or society, and then enact their new understanding. The purpose of this 4-year, four-cohort study was to identify the transformative learning experiences of Master of Social Work students and specific student engagement strategies they felt made a difference in preparing them for professional practice. Six focus groups (n = 40) were conducted using established focus group methodology. All focus groups were audio recorded, professionally transcribed verbatim, and subject to qualitative content analysis. Students identified six themes in student engagement strategies that facilitated their transformative learning, including transformative aspects of the curriculum, experiences with peers, qualities in their relationships with faculty that fostered critical reflection, a sense of identity, and mentoring. This study will help educators better identify teaching strategies to engage students in their personal and professional transformative learning. |
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| AbstractList | Transformative learning captures the process by which students engage in their learning, experience a change in perspective, of themselves or society, and then enact their new understanding. The purpose of this 4-year, four-cohort study was to identify the transformative learning experiences of Master of Social Work students and specific student engagement strategies they felt made a difference in preparing them for professional practice. Six focus groups ( n = 40) were conducted using established focus group methodology. All focus groups were audio recorded, professionally transcribed verbatim, and subject to qualitative content analysis. Students identified six themes in student engagement strategies that facilitated their transformative learning, including transformative aspects of the curriculum, experiences with peers, qualities in their relationships with faculty that fostered critical reflection, a sense of identity, and mentoring. This study will help educators better identify teaching strategies to engage students in their personal and professional transformative learning. |
| Author | Archer-Kuhn, Beth Damianakis, Thecla Matin, Sumaiya Ahern, Christine Barrett, Betty Samson, Patricia |
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| Cites_doi | 10.1300/J051v12n03_01 10.1080/13691450902945215 10.1007/s10648-012-9199-6 10.1177/1541344608316961 10.1177/1541344617722634 10.1080/10437797.2014.947161 10.1080/02615470601118662 10.1177/1541344618774022 10.1080/15283481003711684 10.1177/1541344609338053 10.1177/1541344603252172 10.1177/074171367802800202 10.1037/0003-066X.53.4.449 10.1016/S0360-1315(02)00073-8 10.1097/00004650-200110000-00008 10.1016/j.nedt.2003.10.001 10.1177/0013161X06290650 10.1080/02660830.2016.1155849 10.1177/074171369704800104 10.1177/1541344603001003002 10.1016/j.iheduc.2009.10.009 10.1177/1049732311431444 10.1002/ace.9 10.1177/1541344614548423 10.1177/1473325016629542 10.1037/a0027268 10.1177/1541344616631425 10.1037/10518-189 10.1177/1541344616655887 10.1177/074171368103200101 10.15173/ijsap.v1i2.3089 10.1177/1541344608322678 |
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| Keywords | experiential learning critical reflection perspective transformation social work transformative learning |
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