Abstract
This empirical work explores Transformational Learning within preservice teacher education. Self-identified disorienting dilemmas are a catalyst for communicative discourse in which preservice teachers approach learning by problematizing biases and assumptions.
Keywords: preservice teacher education, transformational learning
How to Cite:
Klock, H., (2019) “Bridging Transformation in a PDS Preservice Teacher Education Program”, Adult Education Research Conference 1(2019).
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