期刊名称：Learning and teaching in higher education (LATHE)
印刷版ISSN：1742-240X
出版年度：2011
期号：5
页码：34-55
出版社：University of Gloucestershire
摘要：This paper explores theories of transformative learning in the context of research-informed practice in the domains of education for sustainable development (ESD), internationalisation and citizenship. The research process draws on structured discussions from a national conference, organised by the authors, as an evidence- base. The conference comprised 80 multi-disciplinary experts from research, teaching and practice in education, transformative learning, ESD, internationalisation and citizenship within the higher education sector. The paper shares the action research process and aspires to extend critical reflection on transformative learning from the trigger (conference) event in a way that could be used in staff development and personal practice. This research explored reflections among the conference participants on how transformative learning is defined, how it might be researched, and the implications for research-informed teaching and learning in higher education. Particular attention is given to the role of students, staff and different contexts to learning. Recurrent themes from the participant discussions were the contested nature of transformative learning and issues like: how transformative learning can be facilitated at institutional level; whether assessment was antithetic to the nature of transformative learning; and how ESD, internationalisation and citizenship might provide positive test beds for research-informed teaching around transformative learning.
