Type of Paper
Roundtable
Abstract
This empirical work explores Transformational Learning within preservice teacher education. Self-identified disorienting dilemmas are a catalyst for communicative discourse in which preservice teachers approach learning by problematizing biases and assumptions.
Keywords
preservice teacher education, transformational learning
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Klock, H.
(2019).
Bridging Transformation in a PDS Preservice Teacher Education Program.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2019/roundtables/12
Included in
Adult and Continuing Education Administration Commons, Curriculum and Instruction Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons
Bridging Transformation in a PDS Preservice Teacher Education Program
This empirical work explores Transformational Learning within preservice teacher education. Self-identified disorienting dilemmas are a catalyst for communicative discourse in which preservice teachers approach learning by problematizing biases and assumptions.
