Teaching for Transformative Experiences: Challenges, Benefits, and Teacher Change

• In Event: Poster Session 2
  In Poster Session: Analyzing In-Service and Preservice Teachers’ Knowledge, Identities, and Agency

Abstract

Transformative learning is a highly valued educational goal. Unfortunately, we know relatively little about the process and challenges of learning to teach in a transformative way. The current study chronicled the experience of a sixth-grade teacher over two years as he learned to implement a particular model of transformative teaching: the Teaching for Transformative Experiences in Science (TTES) model. Presented here is a case study and thematic analysis of the teacher’s experiences. Specifically, we examine the strengths and challenges of implementing the TTES model and the teacher’s perceptions, beliefs, and professional identity through the process. Implications for supporting teacher change are discussed.

Authors

• Karen E. Krob, University of Northern Colorado

• Wendy B. Allen, University of Northern Colorado

• Kevin J. Pugh, University of Northern Colorado