ERIC Number: EJ940564
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0024-9033
EISSN: N/A
Braided Stories and Bricolaged Symbols: Critical Reflection and Transformative Learning Theory for Teachers
Brigham, Susan Mary
McGill Journal of Education, v46 n1 p41-54 2011
In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of origin. I illustrate a process through which participants can weave multiple perspectives, unpack constructed realities, and become more reflective about their teacher identity and teaching practice. (Contains 3 notes.)
Descriptors: Learning Theories, Transformative Learning, Adult Learning, Foreign Countries, Teaching Methods, Reflection, Art Education, Research Methodology, Teacher Education, Females, Immigrants, Identification (Psychology), Teachers
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A