Reflection, Writing, and Transformative Learning for College Teachers
Keywords:refective writing, subject expert teaching
Transformative learning is facilitated by teachers who are student-centred and passionate about the subjects they teach. When teachers write about their teaching the results can be inspirational. This essay reports on a set of such writings. The writing of others can also serve to inspire teachers to do their own writing about their teaching. Opportunities for this occur in the normal course of a professional life and these opportunities should be siezed not just for their operational ends such as promotion but also for expressing deeply felt engagement with teaching.
Kuiper , K and Allan, W.S.. (1996). An introduction to English language : sound, word and sentence. Houndmills: Macmillan.
Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.
Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.
Prosser, M. & Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in Higher Education. Buckingham: Open University Press.
Slavich, G. M., & Zimbardo, P. G. (2012). Educational Psychology Review, 24, 569–608.
Symon, G. (2004). Qualitative research diaries. In C. Cassell & G. Symon (Eds.), Essential guide to qualitaive methods in organisational research (pp. 98-113). London: Sage.
All published works remain the copyright of the author, and are published under the Creative Commons Attribution-ShareAlike 4.0 License. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attributions-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) following the journal's published version of the work, as it can lead to productive exchanges and greater citation of published work.