Researching Transformative Teaching and Learning—Forms of Transformative Experience in School Instruction
Keywords:
Education, Transformative, Teaching, Instruction, Articulation, Aspiration, ResonanceAbstract
This article critically examines recent attempts to elaborate on the pedagogical and instructional implications of a transformative approach to education. In particular, it challenges the assumption that transformative experiences in teaching can only be initiated by utilizing crises, irritations and other forms of disruptive experience. Against the background of this critique, the article presents three alternative genres of transformative experience that go beyond disruption and that have exerted an increasing influence on the international debate on educational theory in the last five years: The notions of articulation (Taylor), resonance (Rosa), and aspiration (Callard). These forms of transformative experience are explicated and then examined in light of their advantages and disadvantages for the research and practice of transformative education. The goal of the article is to develop an analytical vocabulary to assess the transformative effects of instruction within the context of empirical instructional research. In doing so, this study shows that these various forms of transformative experience can be brought into a mutually complementary relationship with each other and can enable a unique empirical approach to the reconstruction of the transformative moments of teaching.
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