Transformative learning theory is used together with other frameworks to guide the program and evaluate the learning outcomes of students.
Mezirow's transformative learning theory described lifelong learning in terms of learners' transforming frames of reference, in which reflection is the driving force [ 21].
We have developed and taught a discussion-based online course to facilitate teachers' transformative learning.
The use of feedback, self-assessment, and self-dialogue that are used to assist the process of transformative learning.
Qualitative methods were informed by a phenomenological research approach to examine candidates' transformative learning experiences in a cultural immersion context.
When students self-reflect on simulated clinical experiences, they add to their existing knowledge, and apply new knowledge to transformative learning.
Community of inquiry (herein, CoI) is a theoretical framework commonly used to conceptualize blended learning and that leads to transformative learning experiences.
The design of transformative learning experiences for nurse practitioner students as they shift roles is an ongoing challenge for nurse educators.
Implications are discussed regarding the transformative learning function of debate as a training tool and its effect on leadership self-efficacy.
These attributes are consistent with Mezirow's Transformative Learning Theory which describes how adults experiencing a transformative learning journey can see themselves differently when they have autonomy and the ability to be self-aware and to critically reflect on action [ 36].
Mezirow (1997) describes transformative learning as a process leading to radical change in the learner's frame of reference.
