Mezirow's transformative learning theory described lifelong learning in terms of learners' transforming frames of reference, in which reflection is the driving force [ 21].
Transformative learning theory (Mezirow 2000) suggests that the process of perspective transformation has three dimensions: psychological (changes in understanding of the self), convictional (revision of belief systems), and behavioral (changes in lifestyle).
Transformative learning theory is used together with other frameworks to guide the program and evaluate the learning outcomes of students.
The study uses insights from transformative learning theory (Mezirow, 1978) to understand how the promise of self-determination is enacted in these accountability relationships.
The purpose of this research was to develop a non-formal education program based on Transformative Learning Theory and Cognitive Behavioral Modification Concept to enhance drug abuse resilience quotient of youth at-risk of drug relapse.
According to Servage (2008), application of transformative learning theory to professional development for teachers has been problematic, because the focus tends to be on acquisition of technical skills and not on genuine transformation.
This credit-bearing course draws on multiple theories: the Intercultural Development Continuum/the Developmental Model of Intercultural Sensitivity, Kolb's experiential learning model, poststructuralist notions of identity change, transformative adult education theory, and the intergroup contact hypothesis.
Mediating artefacts, as defined by Patchen and Smithenry (2014) in their analysis of classroom participation structures using cultural historical activity theory, offer transformative possibilities for classroom learning.
This concept draws on Campbell and Cornish's (2012) social psychological theory of "transformative communication".
Supervising on a meta-cognitive level is linked to Mezirow's [ 19] theory of transformative learning.
