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Transformative teacher education: A ...

Glisczinski, Daniel Joseph.

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Transformative teacher education: A meaningful degree of understanding.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Transformative teacher education: A meaningful degree of understanding./
Author:	Glisczinski, Daniel Joseph.
Description:	172 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3229.
Contained By:	Dissertation Abstracts International66-09A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3188558
ISBN:	9780542310201

Transformative teacher education: A meaningful degree of understanding.
Glisczinski, Daniel Joseph.

Transformative teacher education: A meaningful degree of understanding. - 172 p.

Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3229.

Thesis (Ed.D.)--University of Minnesota, 2005.

Living in America is simultaneously enriching and impoverishing. Despite its richness of information and capital, American society suffers from a poverty of understanding. This dichotomy is evident in higher education, through which most students earn degrees by amassing credits rather than necessarily demonstrating the ability to critically examine complex ideas, relationships, problems, and opportunities.

ISBN: 9780542310201Subjects--Topical Terms:

543175
Education, Higher.

Transformative teacher education: A meaningful degree of understanding.
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100 1 $a Glisczinski, Daniel Joseph. $3 1912341
245 1 0 $a Transformative teacher education: A meaningful degree of understanding.
300 $a 172 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3229.
500 $a Adviser: Frank A. Guldbrandsen.
502 $a Thesis (Ed.D.)--University of Minnesota, 2005.
520 $a Living in America is simultaneously enriching and impoverishing. Despite its richness of information and capital, American society suffers from a poverty of understanding. This dichotomy is evident in higher education, through which most students earn degrees by amassing credits rather than necessarily demonstrating the ability to critically examine complex ideas, relationships, problems, and opportunities.
520 $a But hope exists. It is found in college mission statements professing commitment to the search for truth and pursuit of meaning. These mission statements point to learning that may transform students as well as the communities and institutions in which they interact.
520 $a Using a triangulation of quantitative and qualitative research tools, this study found that 35% of participating prospective teachers reported experiencing transformative learning as a result of coursework, interaction with peers outside of the classroom, and cross-cultural field experiences. The majority of participants' transformative learning experiences involved both interpersonal and intrapersonal perspective reframing. Transformative learning experiences had powerful effects on participants' self awareness, openness to other viewpoints, critical reflection, and emotional capability to change. Transformative learning developed participants': (a) confidence in being dual citizens of often disparate worlds; (b) ability to seek contextual understanding in the midst of disorienting experiences; and (c) interest in sojourning into further transformative learning experiences for themselves, their peers, and their students.
520 $a This study concludes by offering and explaining a synthesized Transformative Learning Theory of Action and Assessment, based on the work of Mezirow (1970), Herbers (1988), Brookfield (2000), Kolb (1984), Kegan (2000), Maslow (1971), Habermas (1984), Bloom (1976), and Wiggins & McTighe (1998).
590 $a School code: 0130.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Philosophy of. $3 783746
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710 2 0 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 66-09A.
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791 $a Ed.D.
792 $a 2005
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