2011 Volume 20 Pages 99-110
Many papers state that teachers should transform their perspectives in order to reform classes and to address current issues such as comprehensive education from elementary through lower secondary levels. However, how to promote the transformation of teacher perspective remains unclear. Moreover, there is no motivation to promote perspective transformation under the present circumstances. The purpose of this study is to clarify the factors which promote the transformation of teacher perspective.
Drawing on P. Cranton's transformative learning theory, the author regarded teachers as learners as defined in adult learning theory. The data to be discussed were acquired from interviews with eight teachers. The analysis focuses on the process of reflection through which the values and assumptions of teachers are reconstructed and on the influence of self-directed learning and involvement with others.
Analysis revealed four factors promoting reflection: “continuity”, “sharing”, “autonomy”, and “creativity”. When all four of these factors were present, in the learning situation or in the learners, teacher reflection was promoted. “Continuity” provides the opportunity for discourse to evoke reflection by others, and “sharing” similarly provides a field of discourse. “Autonomy” and “creativity” enhance quality of reflection through self-directed learning. It should be emphasized that the four factors are not separately stimulated, but mutually stimulated through self-directed learning and involvement with others. The four factors, and self-directed learning and involvement of others, are inseparable.
This study concludes that self-directed learning is indispensable for promoting perspective transformation in teachers, because self-directed learning gradually internalizes their motivation, then internalized motivation advances the reflection phase, and finally the perspective is transformed. This paper proposes that the four factors should be fostered in the learning situation and in the learners to realize self-directed learning and thereby achieve perspective transformation.
