Author Information

Holly KlockFollow

Submission Purpose

Main Conference

Type of Proposal

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

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Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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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.