Purpose and Participant Outcomes: Two critical aspects central to transformative learning (Cranton, 2006; Mezirow, 1981, 1994, 1997) are reflective practice and critical reflection. Schön (1983) describes reflective practice (RP) as “a dialogue of thinking and doing through which I become more skillful”. Murray and Kujundzic (2005) define critical reflection (CR) as “the process of analyzing, reconsidering and questioning experiences within a broad context of issues”. Learning is progressively more complex in a twenty-first century world that increasingly utilizes emerging technologies to provide expanded learning opportunities. This requires students to use educational technologies to apply knowledge to new situations, analyze information, collaborate, solve problems and make decisions and demands that educators reconsider traditional approaches to teaching practice. Today, both learners and teachers are expected to demonstrate reflective practice and critical reflection, yet all too often neither is afforded the opportunity to develop skills in these critical processes. Schön (1983) suggested that one of the defining characteristics of professional practice is the capacity to reflect on action so as to engage in a process of continuous learning. In this intensive, evidence-informed, practice-based workshop participants will engage in a collaborative process to:
1. Identify the critical components of transformative learning;
2. Discuss the benefits of, and common barriers to, critical reflection and reflective practice in a transformative teaching/learning process;
3. Experience several applied models and methods of RP and CR to promote transformative learning; and
4. Discuss how to incorporate opportunities for critical reflection and reflective practice in the design of 21st century learning.
Relevance of Proposal to Conference Theme: This workshop relates directly to several key aspects of the conference theme of transformation, including: the transformation of students from passive to active learners; the shift in the nature of classroom learning experiences; the transition in the use of physical and virtual learning spaces into integrated learning environments; single perspectives into diverse worldview perspectives and, changing professional teaching practices within and beyond the classroom.
Informed by Theory, Practice and/or Research: This workshop seeks to model evidence-based teaching and learning theories (Petty, 2009; Pitler, Hubbell & Kuhn, 2007) in a learning-centred (Tagg, 2004) manner reflective of 21st century principals of education (Shaw, 2013). Drawing on Bolton (2010), Brookfield (2005) and Cranton (2006) the construct of transformative learning will be explored by several experiential processes to promote critical reflection and reflective practice.
Contribution to the Conference and/or to the Field: This workshop reflects the conference theme of transformation by exploring experiential methods and models to promote transformative learning by developing reflective practice and critical reflection skills. This practical session contributes significantly to the conference by creating opportunities to connect with others engaged in promoting transformative learning and experience formal and informal tools that can be immediately applied in teaching practice.