PhD Students’ Transformative Change in Teaching : A Comparative Case Study
(2024) In Journal of Transformative Education- Abstract
As future academics, Doctor of Philosophy (PhD) students are be expected to employ learning-centred approach as stated in the Paris Communique (2018) by the European ministers of education. The limited research available about doctoral students’ conceptions indicates that they range from content- to learning-centred. Although a few studies explored the factors which prompt students’ transformation of conceptions and approach, none specifically focused on PhD students. This comparative case study explored how PhD students describe the transformation in their teaching conceptions and approach towards learning-centredness, and the context surrounding it. The results indicated that participants described the transformation through the... (More)
As future academics, Doctor of Philosophy (PhD) students are be expected to employ learning-centred approach as stated in the Paris Communique (2018) by the European ministers of education. The limited research available about doctoral students’ conceptions indicates that they range from content- to learning-centred. Although a few studies explored the factors which prompt students’ transformation of conceptions and approach, none specifically focused on PhD students. This comparative case study explored how PhD students describe the transformation in their teaching conceptions and approach towards learning-centredness, and the context surrounding it. The results indicated that participants described the transformation through the gaining of theoretical teaching-related knowledge, being related to dissatisfaction with their own teaching, the application of a learning-centred approach, and time. The teaching–learning context was described mostly as supportive but not always allowing the implementation of transformation. Results suggest that discourse is needed to facilitate critical reflection leading to transformative learning.
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- author
- Soomere, Triinu ; Karm, Mari and Roxå, Torgny LU
- organization
- publishing date
- 2024
- type
- Contribution to journal
- publication status
- epub
- subject
- keywords
- change, personal transformation, transformative learning
- categories
- Higher Education
- in
- Journal of Transformative Education
- publisher
- SAGE Publications
- external identifiers
-
- scopus:85186400004
- ISSN
- 1541-3446
- DOI
- 10.1177/15413446241234214
- language
- English
- LU publication?
- yes
- id
- 9e161e01-2583-45dc-b3cf-21cb1d91883a
- date added to LUP
- 2024-03-25 16:06:28
- date last changed
- 2024-03-25 16:07:35
@article{9e161e01-2583-45dc-b3cf-21cb1d91883a,
abstract = {{<p>As future academics, Doctor of Philosophy (PhD) students are be expected to employ learning-centred approach as stated in the Paris Communique (2018) by the European ministers of education. The limited research available about doctoral students’ conceptions indicates that they range from content- to learning-centred. Although a few studies explored the factors which prompt students’ transformation of conceptions and approach, none specifically focused on PhD students. This comparative case study explored how PhD students describe the transformation in their teaching conceptions and approach towards learning-centredness, and the context surrounding it. The results indicated that participants described the transformation through the gaining of theoretical teaching-related knowledge, being related to dissatisfaction with their own teaching, the application of a learning-centred approach, and time. The teaching–learning context was described mostly as supportive but not always allowing the implementation of transformation. Results suggest that discourse is needed to facilitate critical reflection leading to transformative learning.</p>}},
author = {{Soomere, Triinu and Karm, Mari and Roxå, Torgny}},
issn = {{1541-3446}},
keywords = {{change; personal transformation; transformative learning}},
language = {{eng}},
publisher = {{SAGE Publications}},
series = {{Journal of Transformative Education}},
title = {{PhD Students’ Transformative Change in Teaching : A Comparative Case Study}},
url = {{http://dx.doi.org/10.1177/15413446241234214}},
doi = {{10.1177/15413446241234214}},
year = {{2024}},
}