A narrative study on pre-service teachers’ transformative learning in a social movement in Hong Kong

A narrative study on pre-service teachers’ transformative learning in a social movement in Hong Kong

• Xu, Huixuan The Education University of Hong Kong

Professional Development in Education, 2024

Routledge

2024

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• P Social Context of Education
  • PC Society & Education
• P Social Context of Education
  • PE Law & Education ; Politics & Education

Transformative Learning Critical Professional Learning Social Movement Pre-service Teachers

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

This narrative study explored pre-service teachers’ critical learning experiences in Hong Kong during the Anti-Extradition Law Amendment Bill movement and how these experiences transformed their perspectives on the teaching profession. Forty pre-service teachers participated in the study, including 16 local participants and 24 originally from mainland China. Using Jarvis’s transformative learning model, this study identified four categories of narratives: society-centred, person-centred, relation-centred, and witness-lens narrative accounts. These narratives demonstrated the participants’ various approaches during the transformation process, including reflection, emotion, and self-identification. Changes resulting from these experiences varied from radical perspective-taking to no change occurring. The Hong Kong locals mainly presented society-centred narrative accounts, whereas the majority of participants from mainland China reported person-centred narrative accounts. Their varied previous lifeworld experiences and self-identification explained the differences. The present study highlights the importance of including emotion and identity instead of taking a single constructive perspective when explaining the process of transformative learning. In addition, it shows that the process and outcomes of transformation do not naturally follow a positive direction of growth. Future studies should examine teacher’s transformation using a narrative approach and longitudinal design. Copyright © 2024 The Author(s).

• English

Journal Articles

• 19415257

• 10.1080/19415257.2023.2297980

https://bibliography.lib.eduhk.hk/en/bibs/4c2efea9

2024-08-08