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Reaction to Patricia Cranton's Book: Professional Development as Transformative Learning New Perspectives for Teachers - Research Paper Example

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Reaction Paper to Patricia Cranton's Book Name: Institution: Reaction Paper to Patricia Cranton's Book Patricia Cranton’s book speaks to the focus teachers have on their student’s learning and development. While adult educators focus a great deal of their attention on learners, especially adult learners, the teachers pay little or no attention to their individual learning…
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Reaction Paper to Patricia Crantons Book: Professional Development as Transformative Learning New Perspectives for Teachers
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Download file to see previous pages The book offers a concise guide on how personal and professional development allows educators and facilitators to conduct their teaching activities effectively by drawing on their experiences as learners. The transformational theory of learning and education imparts an adept understanding of one’s perspectives with regard to development of adult educators. Self development entails a wide array of actions and changes in perceptions. In order to achieve the most fundamental self development, teachers’ reflection is exemplified. When seeking to attain the highest level of critical reflection, educators require to move well beyond the notion of sheer acquisition of new understanding, knowledge and skills and focus on question conventional assumption, perspective and norms (Cranton 1996, 76). Self development, especially critical reflection centers on a number of distinct elements. These are analysis of existing assumptions, imagination based on speculation, reflective skepticism and contextual awareness. The ability of educators to reflect critically on their own experiences and integrate the knowledge gained from these experiences is the epitome of self development. An adult learner such as an educator must take action on the insights provided by critical reflection and devise new ways of dealing with matters separate from their previous actions, which were dictated by their assumptions. Critical reflection is the process through which adult learners assess and pinpoint the assumptions that govern their actions by locating the assumptions’ cultural and historic origins, and establish distinct models of behavior. Effective critical reflection must, therefore, challenge the existing political, cultural, social and professional ways in which educators act. Through the process of critical reflection, personal and professional development emerge because adult learners are able to interpret and formulate entirely new knowledge and actions as a result of the ordinary or extraordinary reflective experiences. Critical reflection blends into self development as it affirms the essence of learning through experience with regard to both technical and theoretical learning modules as learners are able to form new behaviors, insights and knowledge constructions (Cranton 1996, 119). This is because learning through critical reflection mechanisms allows for creation of new understandings by appreciating the political, social, professional and ethical assumptions that preciously constrained development and effective learning. In order to become a transformative learner, one has to appreciate all the aforementioned constraining assumptions that supported previous actions and admonished the prospect of change. As a strategy of self development, critical reflection of constraining assumptions maintains intellectual and professional growth and improvement by allowing one to comprehend and appreciate the necessity of both personal and system change. This is because reflection is a learning tool that directs and informs the practice and method of teaching for educators by providing the right framework for the selection of appropriate alternative in the practice of teaching. In addition, transformative learning furnishes educators with the right knowledge sets to reconstruct ...Download file to see next pages Read More
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