Transformation

 

 

The theory of transformative learning is one that I have recently read about, reflected about, and have connected with. An important element of the MET program is that it has given me the knowledge to understand and articulate the theory behind the action. This is a significant transformation.  What is Transformation?

“The theory of transformative learning that has been developed by Mezirow during the past two decades has evolved into a comprehensive and complex description of how learners construe, validate, and reformulate the meaning of their experience,”(Taylor 1998). According to Mezirow, the three significant factors influencing transformation  is critical reflection, experience, and rational discourse.

My transformation was a gradual process that I suddenly became aware of it at the end of last term. I realized that I had acquired many new ideas and phrases and I was now thinking about them in relationship to my own teaching pedagogy. In every teaching lesson, situation, and interaction with my class I reflect on this question, “How does this lesson support my learners with meaningful life long learning opportunities that not only meets learning outcomes, but fosters a love for learning?”  Learners who are passionate about what they are learning generate an excitement for what they do and it becomes who they are.

As an educator enrolled in the MET program at UBC, I have learned the invaluable nature of being a learner. I often find myself asking the question, “How do my Grade One learners feel when presented with a new activity?” There are diverse numbers of answers as there are learners. Two important ideas transform my learning and teaching.

1. The transcedental nature of the vocation has helped me reflect from one of controller to facilitator.

2. Knowing who my learners are is important as it facilitiates help at the point that meets the individual needs of the learner.

The big idea that has supported my transformation is that learning and teaching, as it relates to the world around us is changing faster than every before. The nature of information has changed and it has greatly impacted how teachers teach and how the 21st learners learn. Today, education extends beyond the four walls of classrooms into all global areas of our world. How do we prepare learners to adapt in a network information exchange world? Technology is a tool that has facilitated communication and information faster than ever before. 21st teachers need to address important technological issues in the classroom. The MET program has helped me to critically ask, analyze, reflect, synthesize, and apply answers to the following questions. It has transformed me as a 21st century teacher!

1. Is the technology appropriate?

2. How do teachers help learners locate the information they need?

3. How do learners organize information?

4. How can teachers encourage resourcefulness and creative abilities of learners?

5. How can teachers promote inquirying learners?

5. Are we teaching students digital responsibility?

My MET journey has focused on all the above questions and has been my grain of sand transformed into one of nature’s beauties, a pearl. I will never be the same after experiencing this incredible journey. My ePortfolio is a transformational artifact that exemplifies my learning. My journey has been one of knowledge acquisition, reflection, passion, and transformation. It is my MET story.

                                                            “A hundred years from now, it will not matter what kind of car I drove, what kind of house I lived in, how much money I had in the bank…but the world may be a better place because I made a difference in the life of a child.” — Forest Witcraft

References

Atherton, J. S. (2011). Learning and Teaching; Cognitive Dissonance and learning [On-line: UK] retrieved 9 March 2012 from http://www.learningandteaching.info/learning/dissonance.htm

Dickinson, D.(2002). Complied and edited; work of Knowles, M. ‘Creating The Future,’ Perspectives on Educational Change.

Imel, S. (1998).Transformative Learning in Adulthood. ERIC Digest No. 200. ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Retrieved on March 9, 2012.

Smith, M. K. (2002). ‘Malcolm Knowles, informal adult education, self-direction and andragogy’, the encyclopedia of informal education, www.infed.org/thinkers/et-knowl.htm.                                           

                                                                                                       

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