期刊論文
A narrative study on pre-service teachers’ transformative learning in a social movement in Hong Kong
EdLink- A narrative study on pre-service teachers’ transformative learning in a social movement in Hong Kong
- Routledge
- 2024
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- Hong Kong
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- 1997.7 onwards
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- 專上教育
- 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).
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- 英文
- 期刊論文
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- 19415257
- https://bibliography.lib.eduhk.hk/tc/bibs/4c2efea9
- 2024-08-08
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