Braided stories and bricolaged symbols: critical reflection and transformative learning theory for teachers
| dc.contributor.author | Brigham, Susan | |
| dc.date.accessioned | 2012-06-06T18:09:16Z | |
| dc.date.available | 2012-06-06T18:09:16Z | |
| dc.date.issued | 2011-06 | |
| dc.description.abstract | In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of origin. I illustrate a process through which participants can weave multiple perspectives, unpack constructed realities, and become more reflective about their teacher identity and teaching practice. | en_US |
| dc.identifier.citation | Brigham, S. (2011). Braided stories and bricolaged symbols: critical reflection and transformative learning theory for teachers. McGill Journal Of Education / Revue Des Sciences De L'éducation De McGill, 46(1). Retrieved from http://mje.mcgill.ca/index.php/MJE/article/view/6538 | en_US |
| dc.identifier.issn | 1916-0666 | |
| dc.identifier.uri | http://mje.mcgill.ca/index.php/MJE/article/view/6538/6749 | |
| dc.identifier.uri | https://hdl.handle.net/10587/1171 | |
| dc.language.iso | en | en_US |
| dc.publisher | McGill Journal of Education / Revue des sciences de l'éducation de McGill, | en_US |
| dc.subject | Transformative learning theory | en_US |
| dc.subject | Critical reflection | en_US |
| dc.subject | Adult education | en_US |
| dc.subject | Arts-informed research | en_US |
| dc.subject | Teacher education | en_US |
| dc.title | Braided stories and bricolaged symbols: critical reflection and transformative learning theory for teachers | en_US |
| dc.type | Article | en_US |