A Case Study of Transformational Teaching Experiences of Higher Education Faculty in the United States: Narratives of Teacher Experience

Alex Kumi-Yeboah (Dalton State College, USA)
Copyright: © 2014 |Pages: 139
EISBN13: 9781466664227|DOI: 10.4018/978-1-4666-5990-2.ch005
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Abstract

This chapter is a study of teacher experience amongst higher education faculty in the United States, drawing on a theoretical framework shaped by Mezirow's transformative learning theory, which first emerged in the late 1970s and has seen subsequent adaptations. Mixed-method research was used to analyze data on the transformational teaching experiences of faculty and examine the narratives of teacher experience based on this transformative learning theory framework. Data collected from 90 higher education faculty members were analyzed with regard to their transformational teaching experiences. Results indicate that the majority of faculty experienced transformational teaching. Mentoring, dialogue, critical reflection, personal reflection, scholarship, and research emerged as the educational factors shaping these experiences while relocation or movement, life changes, and other cultural influences were revealed as the non-educational factors. In addition to this, the chapter entails discussion of the theoretical framework of transformative learning as it applies to this research.
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