Being and becoming: a biographical study into the transformative learning processes of three trainee teachers


Kilty, Priscilla (2010) Being and becoming: a biographical study into the transformative learning processes of three trainee teachers. University of Southampton, School of Education, Doctoral Thesis , 145pp.

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Description/Abstract

This study employs both biographical and autobiographical approaches in order to develop an understanding of the complex and developmental nature of adult learning as a way of being and becoming a teacher in further education. Learning as a way of 'being' provides a substantive and lasting learning which is essential in today's constantly changing and challenging world (Vaill, 1996). The process of 'becoming' is narrated in the autobiographical stories of the three trainees and highlighted as part of their transformative learning process. These stories written by each trainee provide insight into the interactional moments and perspective transformative changes experienced by the trainees. Data analysis comprised of a hermeneutical interpretation of the trainee's autobiographies, using Denzin's biographical method, and a mapping of Mezirow's Ten Phases of Transformative Learning. In addition the personal voices of each trainee as generated through in depth interviews were analysed using Mezirow's Five Stages of Perspective Transformation and Brookfield's Affective Domains of Adult Learning. This detailed analysis revealed the complexities of the transformative learning processes experienced by the three trainees. Thereby enabling conclusions to be drawn as to the extent to which they each followed Mezirow's stages of perspective transformation and Brookfield's affective domains.

Item Type: Thesis (Doctoral)
Subjects: L Education > LB Theory and practice of education
Divisions: University Structure - Pre August 2011 > School of Education > Social Justice and Inclusive Education
ePrint ID: 170455
Date Deposited: 18 Jan 2011 15:08
Last Modified: 27 Mar 2014 19:20
URI: http://eprints.soton.ac.uk/id/eprint/170455

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