Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/6989
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dc.contributor.authorCarrigg, John Bertramen
dc.contributor.authorMaxwell, Thomas Wen
dc.contributor.authorDymock, Darrylen
dc.date.accessioned2010-12-06T12:32:00Z
dc.date.created1996en
dc.date.issued1998en
dc.identifier.urihttps://hdl.handle.net/1959.11/6989en
dc.description.abstractThe "problem of practice" which gave rise to the study described in this thesis had its origins in the writer's perception over a considerable period that whilst all adults learn through their experience, some appear more open and less constrained by what they have learned through their past experience than others. An individual's openness to new learning in a particular area appears in certain circumstances to be affected by attitudes and assumptions he/she has already acquired in that regard over time. ... This thesis considers the debate on the subject of transformative learning over the past two decades ... The core question upon which the research described in this thesis is based seeks to explore the nature, processes, strategies for facilitation and implications for practice of transformative learning through an empirical study of the actual experiences of teachers and learners. ... The findings of the research indicate support for the concept of transformative learning ... The thesis identifies certain processes associated with transformative learning and strategies of facilitation found to be appropriate and productive. ... The thesis recommends further empirical research with more disparate groups of participants, study of the relevance of transformative learning to educators and educational administrators in times of change, and empirical research into whether the concept of transformative learning can be extended to the transformation of social, political and economic meaning perspectives held collectively.en
dc.languageenen
dc.titlePerceptions of the nature and processes of transformative learning and implications for practiceen
dc.typeThesis Doctoralen
dcterms.accessRightsUNE Greenen
local.contributor.firstnameJohn Bertramen
local.contributor.firstnameThomas Wen
local.contributor.firstnameDarrylen
dcterms.RightsStatementCopyright 1996 - John Bertram Carriggen
dc.date.conferred1998en
local.thesis.degreelevelDoctoralen
local.thesis.degreenameDoctor of Educationen
local.contributor.grantorUniversity of New Englanden
local.profile.emailtmaxwell@une.edu.auen
local.profile.emailddymock@une.edu.auen
local.output.categoryT2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordvtls008581218en
local.access.fulltextYesen
local.contributor.lastnameCarriggen
local.contributor.lastnameMaxwellen
local.contributor.lastnameDymocken
dc.identifier.staffune-id:tmaxwellen
dc.identifier.staffune-id:ddymocken
local.profile.roleauthoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.identifier.unepublicationidune:7154en
local.identifier.handlehttps://hdl.handle.net/1959.11/6989en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitlePerceptions of the nature and processes of transformative learning and implications for practiceen
local.output.categorydescriptionT2 Thesis - Doctorate by Researchen
local.description.statisticsepubsVisitors: 142<br />Views: 138<br />Downloads: 25en
local.thesis.borndigitalnoen
Appears in Collections:Thesis Doctoral
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