A Mentoring Approach: Fostering Transformative Learning in Adult Graduate Education
Keywords:critical reflection, transformative learning, mentorship, higher education
AbstractTransformative learning is one of the major theories used throughout the field of adult education that focuses on adults and how they learn in various socio-educational contexts. Transformative learning is a theory that emphasizes how adults can examine their own assumptions and beliefs with how they make sense of the world (Mezirow, 1991). Adult educators have expressed the importance of developing authentic environments and relationships in graduate education that are vital to creating opportunities for transformative learning (Cranton, 2006, 2011, 2016; Stevens-Long, Schapiro, & Mcclintock, 2012). There still remains a lack of empirical research and understanding of how adult educators and adult learners collaboratively process transformative learning in graduate education. There is room to explore how transformative learning is fostered, mentored, and processed between educators and learners. The purpose of this study was to explore how transformative learning is fostered and encouraged in graduate education. Research and implications are provided.
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.