TEACHER EDUCATION AT THE FOREFRONT: LONG-TERM STUDY THROUGH THE PRISM OF UNIVERSITY PEDAGOGY AND TRANSFORMATIVE LEARNING THEORY
Abstract
The present research attempts to study the education of teachers through the perspective of university pedagogy and transformative learning theory. The aim of the study is to investigate the possible long-term effects over a decade of an educational intervention on teacher students during their university studies by applying the ‘Transformative Learning through Aesthetic Experience’ method. Taking into consideration that they are going through the period of emerging adulthood, in which their identity is under development, the basic question is to explore reflective skills in the participants. We do so by updating their views on the educational issues analyzed in the above educational intervention. From the research findings it is clear that there are long-term effects of the above educational intervention on the development of the participants’ critical reflection and on the way of their epistemological assumptions are configured throughout the emerging adulthood.
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2477
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