Transformative Features in an Online ESL (English as a Second Language) Professional Development Program: Are Sociocultural Perspectives Changing?

• In Event: Roundtable Session 95
  In Roundtable Session: Making Productive Use of New Instructional Techniques for Teacher Professional Development

Abstract

This study examined evidence of adult learners' transformative experiences while participating in an entirely online professional development program for ESL teacher preparation, including the ways in which the learners participated in critical reflection of their own perspectives, the ways in which this process affected their meaning making of their learning experiences, and the potential for action in changing their practice as ESL educators. Grounded in the conceptual frameworks of transformative learning and critical perspectives, findings indicate that the process of transformative learning is taking place for some participants, including varying degrees of disorienting dilemmas, critical reflection, and action in the ESL classroom based on their new or revised sociocultural perspectives.

Author

• Karin Sprow Forté, The Pennsylvania State University - Harrisburg