Setting the Stage for Transformative Learning in MA TESOL Classrooms at a Saudi University

Autor/in	Alzhrani, Nesreen
Titel	Setting the Stage for Transformative Learning in MA TESOL Classrooms at a Saudi University
Quelle	In: Education as Change, 26 (2022), Artikel 11292 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alzhrani, Nesreen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Foreign Countries; Masters Programs; Language Teachers; English (Second Language); Second Language Instruction; Transformative Learning; Student Attitudes; Personal Autonomy; Student Teachers; Student Experience; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Pädagogische Transformation; Schülerverhalten; Individuelle Autonomie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Studienerfahrung; Saudi-Arabien
Abstract	This article explores the impact of transformative theory on the learning outcomes of seven Saudi female student-teachers enrolled in a Master's TESOL course at a Saudi university. They were actively engaged in designing learning materials for learners with special needs. In this intervention, transformative theory principles were used. They involved dialogue, authentic assessment, and structured reflection. Following the intervention, data were collected using focus group discussions and document analysis. The data were analysed using Mezirow's transformative theory components: experience, critical reflection, reflective discourse, and action. The findings reveal the experience supported the participants' autonomy, providing them with opportunities to reflect on their teaching practices, and improved their knowledge construction skills. Based on the results, the author makes a case for greater use of transformative theory approaches in designing and implementing teacher education. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://unisapressjournals.co.za/index.php/EAC
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01