Type of Proposal
Paper: Empirical
Abstract
A grounded theory study of tacit knowledge elicited in workplace learning programs examined instrumental and transformative elements. Observational, reflective and interview data indicated that learner beliefs about work challenged content legitimacy. Low levels of reflective dialogue were associated with immediate application or quieting reactions. Instrumental content helped prompt perspective shifts.
Keywords
Transformative learning, instrumental workplace goals
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Baldwin, C. K.
(2016).
The relationship between instrumental and transformative learning in structured workplace learning programs: Insights from embedded formative assessment.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2016/papers/1
The relationship between instrumental and transformative learning in structured workplace learning programs: Insights from embedded formative assessment
A grounded theory study of tacit knowledge elicited in workplace learning programs examined instrumental and transformative elements. Observational, reflective and interview data indicated that learner beliefs about work challenged content legitimacy. Low levels of reflective dialogue were associated with immediate application or quieting reactions. Instrumental content helped prompt perspective shifts.
