Ebrahim TalaeeTarbiat Modares University (Tehran, Iran) and University of

Bamberg (Germany)

Hamideh BozorgTarbiat Moadares University, Tehran, Iran

The scholarship of being a teacher; exploring the potential of transformational learning theory

for primary school teachers' learning

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Introduction; Why

The question of research is:

why teacher development programs have failed to make an effective

change on current situation of teachers' act in classrooms.

What is the problem?

The Initial response to this problem concerns with non-suitable economic situations and

living conditions of teachers.

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International studies suggest that addressing financial

situations and increasing the salaries of teacher is not

an effective long-term solution for this problem

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Introduction; why What is the problem?

These other types of compensation generally refer to “professional capital” which includes three

smaller capitals:

human, social and decisional capitals (Hargreaves & Fullan, 2013).

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The point is “holistic perspective” to all factors in the transformation of the educational systems.

Providing opportunities and support for teachers to develop their knowledge and skills, to improve their practice, and to grow as professionals.

Providing considerable time for teachers to work collaboratively and learn together during the regular school schedule.

Enabling teachers to become both individually and collectively more effective and helps ensure that highly effective teachers remain in schools

Etc.

Considering multiple components for teacher and leader development, not just a single policy like increasing salary. It is only a necessary condition not a sufficient one.

But :

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How

Theoretical foundations Selected methods for the study

To investigate teachers' "Personal Practical knowledge" (PPK) and its effects on their performance

Narrative inquiry

To study the potential of “transformational learning’ theory to develop teachers’ learning based on Their PPK.

Participatory action research

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What is the effective method for developing professional capital?

How what is the effective method for developing professional capital ?

Theoretical foundations

Personal Practical Knowledge (PPK):

- what teachers know and experience in their entire life affect their actions and reactions in classroom. - Therefor, working from a perspective of ‘teacher knowledge’ instead of ‘knowledge for teaching’

In teacher education designed around a view of ‘knowledge for teachers’, we ask: “What should a teacher be taught?” and “What have you learned about teaching that can be taught to teachers?”

In teacher education designed around a view of ‘teacher knowledge’, we ask, “What does it mean to be a practitioner?” and “What may we do to help you to improve your practice?”

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This shifts our thinking about the education of teachers from beginning with theory to beginning with practicing and teachers’ knowledge

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How what is the effective method for developing professional capital ?

Accordingly, it could be said that teachers act based on their current beliefs, values, knowledge etc. or their whole being. However, there is a question; how these beliefs, values and knowledge (PPK) could be transformed?

This is where transformational learning theories suggest recommendations for this research.

In this theory “learning is understood as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” (Mezirow, 1996: 162).

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Theoretical foundations

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Transformational learning theory

PPK helps teachers and us to improve their actions through reflection. In other words, reflections on the knowledge help us get along with the teacher to reflect and improve their future act. Such a process is the process called transformational learning in Mezirow’s theory.

How What is the effective method for developing professional capital ?

Theoretical foundations

Three common themes of Mezirow’s theory are the centrality of experience, critical reflection, and rational discourse

-It is the learner’s experience, which are the starting point and the subject matter for transformative learning (Mezirow, 1995). It is experience that provides the grist for critical reflection (Kitchenham, 2008).

-Mezirow considers the second theme, critical reflection, in terms of distinguishing characteristic of adult learning. -Rational discourse is the essential medium through which transformation is promoted and developed. However, in contrast to everyday discussions, it is used “when we have reason to question the comprehensibility, truth, appropriateness, (in relation to norms), or authenticity (in relation to feelings) of what is being asserted or to question the credibility of the person making the statement”

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How what is the effective method for developing professional capital ?

Methodology

Researcher selects to examine the issue by having “a dual role” in the research. Therefore, in addition to examine teachers’ learning process, she is a member of teachers’ learning group.

This type of researching aimed to moving away from doing research on teachers to researching with teachers.

Narrative inquiry has been used by the researcher in order to picture herself in the role of researcher /teacher as well as picture learning process of participating teachers. In addition, participatory action research also is appropriate in cases where a researcher is seeking to provide the change condition.

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How what is the effective method for developing professional capital ?

- Because of the context in which research is located and according to the aforementioned reasons, the claim of this research will be in first and second levels.

- The change in the first level is considered changing teachers teaching methods towards inquiry-based teaching and in the second level is about their perspectives and beliefs in relation to their abilities and as well as effective teaching methods and children.

- In this study, four person is working to plan series of workshops for 13 teachers of one small

local school. Before the workshops, each teacher has individually been interviewed and has been asked to participate in these workshops; so, they did it.

- The process of transformative learning occurs at different levels that includes behavior, belief and being (Aguilar, 2013: 24). Transformation is deep in the “being” of the people (teachers and head teachers,): There are two layers above that (the ice-berg).

- It is believed that it most occurs through demonstration, modelling and seeing (illustration of practice), followed by “them being listened to”, “activating and appreciating where they are and what they know, collaborating and sharing (Professional Capital).

Methodology

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Current statements and emergent findings

1. Based on initial analysis and interviews with teachers the decision was made that the planning team (workshop designer and facilitators) themselves need to illustrate in word and in action what the team requires workshop participants (teachers) to acquire

2. Due to the integrated nature of the work, the team should take advantage of different people (teachers, researcher, scientist and an experienced coach). They facilitate and help the effectiveness of the process.

- we are trying to share our experiences about inquiry – based teaching and learning. Therefore, the workshops are designed to cover an inquiry cycle itself.

- The planning team tries to make visible the benefits of collaborative planning and working, Therefor, the workshops are designed to have collaborative activities;the collaborative planning and working among the planning team should be visible for participants.

- The planning team tries to share the benefits of BWD (Back Ward Design) with teachers. Therefore, the workshops are designed based on BWD structures. established goals, learning evidences and learning plans were set for workshops

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Current statements and emergent findings

3. During the workshops, teachers were asked to share their life stories. This helped the team in several ways.

-First, it helped them to reflect on their personal narrations and stories which in return leads to personal and social development. -Second, it helped them to get to know each other and feel intimacy.

-Third, although they work in a school, colleagues did not know each other's stories and experiences. Listening to others stories attracted their attention to the fact that they could learn a lot from each other but they had lost this opportunity so far.

4. It is much better that a school team participate in workshops together - They have similar problems. - During the week, they can help their colleagues or ask for help in a more efficient and effective way

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THE END