Transformational learning of teachers
An analysis of the effectiveness
DOI:
https://doi.org/10.22633/rpge.v26iesp.2.16557Keywords:
Transformational education, Sustainable professional development, Learning modelAbstract
The authors of the article consider transformational education as a formation of sustainable professional development. Its appearance is associated with attempts to resolve many crises states of society, which indicate the destructive phenomena of any society, regardless of its socio-economic formation and political model of social development. Many scientists recognize that a more sustainable model of human development can be achieved through education. However, the classical learning model, which has shown its effectiveness in the past centuries, is now experiencing powerful pressure from modern information technologies. This article introduces readers to its main and universal theoretical and research positions. Since the practice of implementing transformational learning can vary not only depending on the conceptual approaches, but also the basic cultural features of the country implementing it. The article describes the results of transformational professional development of teachers in Russia and Kazakhstan, proving its effectiveness.
Downloads
References
ABYLKASSYMOVA, A. E. et al. Development of public consciousness in pedagogical education in Russia and Kazakhstan. In: Psychology and Education - ICPE 2018: International Conference on Psychology and Education. “The European Proceedings of Social & Behavioural Sciences EpSBS”. London, UK: ISO London Limited, 2018. ISBN: 978-1-80296-048-8. p. 1–8.
ABYLKASSYMOVA, A. E.; KALNEI, V. A.; SHISHOV, S. E. Formation of public consciousness, spiritual and moral culture of students in the system of continuous pedagogical education. Journal of History Culture and Art Research, v. 7, n. 1, p. 26–33, 2018. DOI: http://dx.doi.org/10.7596/taksad.v7i1.1460
ABYLKASSYMOVA, A. E.; POPEY-OOL, S. K.; SHISHOV, S. E. On the theory of personal identification in the system of continuous pedagogical education (analysis of foreign experience). Bulletin of National Academy of Sciences of the Republic of Kazakhstan, v. 3, n. 379, p. 186-197, 2019.
ACHIEVE. Final next generation science standards released. 9 Apr. 2013. Available: https://www.achieve.org/next-generation-science-standards-released. Access: 10 May 2021.
ARALOVA, E. V. et al. Current youth policy in the cultural and spiritual continuum of Russia. Dilemas contemporáneos: Educación, Política y Valores, v. 7, n. 1, p. 118, 2019.
BOEHNER, J. A. No child left behind act of 2001. Rept. 107-63. In: Report of the Committee on Education and the Workforce House of Representatives. Washington D.C.: US Government Printing Office, 2001.
DARLING-HAMMOND, L.; MCLAUGHLIN, M. W. Policies that support professional development in an era of reform. Phi Delta Kappan, v. 92, n. 6, p. 81-92, 2011.
DEDE, C. (Ed.). Online professional development for teachers: emerging models and methods. Cambridge, MA: Harvard Education Press, 2006.
IVANOVA, O. M. et al. Social institutes in the system of person's socialization in present-day Russia. Dilemas contemporáneos: Educación, Política y Valores, v. 7, n. S10, p. 69, 2019.
KINZER, C.; TAFT, L. What’s best for our students? Outcomes are the driving force at one high-achieving elementary school. Journal of Staff Development, v. 33, n. 5, p. 18-20, 2012.
KURBAKOVA, S. N. et al. Information technologies in education: Application of stream technologies. Revista Inclusiones, v. 7, no. S4-6, p. 265-278, 2020.
MEZIROW, J. A critical theory of adult learning and education. Adult Education Quarterly, v. 32, n. 1, p. 3-34, 1981.
MEZIROW, J. Transformation theory and cultural context: A reply to Clark and Wilson. Adult Education Quartetly, v. 41, n. 3, p.188-192, l991.
U.S. DEPARTMENT OF EDUCATION. Race to the top program: Executive summary. Washington, D.C., 2009. Available:
https://cis.msjc.edu/courses/evoc/639/Resources/RaceToTheTopExecutiveSummary.pdf. Access: 10 May 2021.
VERMUNT, J. D. et al. The impact of lesson study professional development on the quality of teacher learning. Teaching and Teacher Education, v. 81, n. 1, p. 61-73, 2019. https://doi.org/10.1016/j.tate.2019.02.009
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Revista on line de Política e Gestão Educacional
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Manuscritos aceitos e publicados são de propriedade da Revista on line de Política e Gestão Educacional. É vedada a submissão integral ou parcial do manuscrito a qualquer outro periódico. A responsabilidade do conteúdo dos artigos é exclusiva dos autores. É vedada a tradução para outro idioma sem a autorização escrita do Editor ouvida a Comissão Editorial Científica.
