Transformative Learning in a faculty Professional development Context

• Published in: Journal of transformative education 2004-01, Vol.2 (1), p.9-27
• Main Authors: Whitelaw, Cheryl, Sears, Myrna, Campbell, Katy
• Format: Article
• Language: English
• ISSN: 1541-3446; 1552-7840
• DOI: 10.1177/1541344603259314

This article considers transformative learning within the context of the Partnership Program, an instructional development initiative of the Academic Technologies for Learning unit at the University of Alberta. This initiative focused on introducing faculty to technology-enhanced teaching and learning strategies and tools, developing educational resources through a collaborative instructional development process, promoting faculty use of educational technologies within the university, and supporting faculty to change their teaching practice through participation in an instructional development project. One question asked in this study was: Does the involvement of faculty members in an instructional development project facilitate a transformation in their teaching philosophy and practice? This article focuses on three themes that emerged from the study—alignment/misalignment of expectations with experience, change in attitudes toward technology-enhanced instruction, and change in pedagogical style—and how they may relate to the presence or lack of transformative learning experiences for faculty participating in instructional development projects.