Zygmunt, E., Cipollone, K., Tancock, S., Clausen, J., Clark, P., & Mucherah, W. (2018). Loving out loud: Community mentors, teacher candidates, and transformational learning through a pedagogy of care and connection. Journal of Teacher Education, 69(2), 127. https://doi.org/10.1177/0022487117751640
This study investigates ways caring relationships between preservice teachers and volunteer community mentors transform future educators’ understanding of culture, community, and identity of children and families.
Manuel, J., & Dutton, J. (2019). Teachers in the “process of becoming”: The role of pre-service teachers’ narratives in developing critical reflective practice. In S. P. Robinson, & V. Knight (Eds.). Handbook of research on critical thinking and teacher education pedagogy, p.15-38. Information Science Reference.
Read Chapter 2: Teachers in the process of becoming (p. 15-38).
This article describes transformational learning theory and its significance to educators who want to assist adult learners to reflect and transform assumptions.
Kornacki, G. (2020). Transformational learning theory and service-learning projects: Impact on teacher candidates’ perceptions of teaching in-risk youth. In G. Salinitri (Ed.), Handbook of research on leadership experience for academic direction (LEAD) programs for student success. (pp. 346–369). Information Science Reference/IGI Global. https://doi.org/10.4018/978-1-7998-2430-5.ch018
This study examines the lived experience of graduates of the L.E.A.D. program on efficacy and perceptions of teaching youth at risk.
Netolicky, D.M. (2019). Transformational professional learning: Making a sifference in schools (1st ed.). Routledge. https://doi.org/10.4324/9780429324277
Read Chapter 2: Transformative Professional Learning (p. 17-30).