In educational settings, learning is anchored on the learner’s motor, cognitive, critical thinking skills which are natured by teachers and parents. Schools aim to enhance learning and create students who can become valuable persons in society in the long run. Whether a school uses a traditional pedagogy or transformational learning strategies, its motive is to stimulate robust and holistic learning experiences. By definition, traditional pedagogy is a pre-technological aspect of learning in which the teacher is the source or sender, the student is the receiver of educational information, and the educational material is the information (Deng, 2018). Through recitation and memorization techniques, this traditional method of teaching inhibits students’ critical thinking, decision-making, and problem-solving agility. On the other hand, transformational learning is the process of constructive, deep, and meaningful learning that supports critical ways through learning processes. This includes the use of open-ended questions, online discussions, blogs, internal social tools, and responses to questions. Today, transformative learning has been widely adopted across the world, while the traditional approach to learning has declined in use and even condemned by many. This paper compares and contrasts the components of traditional and transformative pedagogies, their expected student outcomes and applies existing evidence to identify strategies to develop a transformational learning environment. In addition, the paper discusses the role of a practitioner as a transformer, the skills and supports needed to apply transformational learning, and the personal factors that might influence the application of the approach. Transformational learning is the best approach, but practitioners must receive the necessary supports and develop the skills needed to implement the method effectively.
Summary of the Components of Traditional Pedagogy
According to Tondeur et al. (2020), traditional pedagogy encompasses the practice and method of teaching that educational practitioner uses to enhance learning on students. The teaching style is the first component of the traditional method of teaching. A teaching style is the instructor’s accent and his or her culmination of context, background, and personal preferences while teaching the students. Phonics, the Montessori Method, Socratic questioning, retrieval practice, project-based learning, teaching like a champion, the mantle of the expert, and dialogic are some of the recognized teaching styles. Secondly, teaching theory is the proposed explanation of how learners absorb, retain and process knowledge. Thirdly, feedback and assessment is a type of traditional teaching strategy in which a learner and teachers share information continuously to enhance in-depth and robust learning. Feedback is an integral aspect of assessment and a single powerful moderator that stimulates learners’ achievement and learning in the long-run perspective.
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Fourthly, behaviorism is a feature of pedagogy teaching that enables teachers to utilize the theory of behaviorism to inform teaching processes (Khalaf, 2018). Also, this method is a teacher-centered strategy as it advocates the use of lecturer-based lessons and direct instruction. The fifth component is constructivism which enables learners to learn through reflection and experiences in the class. This approach puts a learner in the center of learning by encompassing strategies like project work, Montessori Method, and inquiry-based learning (Khalaf, 2018). Also described as a progressive teaching model, constructivism might include slower pace, individualism, hidden outcomes, and less teacher talk adopted by a learner. Sixthly, social constructivism pedagogy is a culmination of student and teacher centeredness. In a social constructivist learning environment, the teacher uses a smaller number of groups to enhance student learning and inter-dependence. Also, a teacher might use questioning, modeling, and whole class instructions. The seventh element is the liberationism approach, in which the teacher places the learner’s voice at the center of the classroom and guarantees student democracy. Other traditional pedagogical components encompass remedial teaching and scaffolding teaching.
Summary of the Components of Transformational Learning
By being an expansion of learners’ consciousness, transformational learning helps students to question themselves concerning beliefs, assumptions, perspectives, and feelings about the learning process. Developed by Jack Mezirow’s who is an American sociologist, the transformation educational model has various components. Firstly, it incorporates critical reflection in enhancing student learning agility both in class and in society (Segers and De Greef, 2021). This method enables a teacher to examine a teaching experience or situation, ask questions about the purpose, consequence, and overall meaning of teaching to students. For example, a teacher may ask students to write essays reflecting on their coursework and certain learning thematic outcomes. Based on this, the teachers will be able to gauge student concentration levels in class and how they synthesized various topics and issues based on coursework units. Also, reflection makes students consider learning options by using coursework and scholarly educational content while drawing credible conclusions. If a teacher wants to improve critical reflections, he or she should create curiosity amongst the learners, make it a continual process, connect it with the learning outcomes, break down the assignments into smaller and doable class tasks, and consider their class size.
Furthermore, critical reflection helps learners to untangle experiences and observations, pause amidst classroom chaos, and consider possible learning interpretations. The second component of transformational learning is rational disclosure which refers to prudent student experiences that can enhance and stimulate learning positively. This model of learning encompasses online discussion questions and forums where each student and group member focuses on their social and personal assumptions and beliefs concerning the topic being assessed or debated. Kuechler & Stedham (2018) opined that through rational disclosure, students could declare personal learning opinions that they might not learn from teachers or any other peer-reviewed source. Thirdly, the centrality of experience is the last component of transformational learning. In this component, students learn through what they do in class and out of class, what they can master, and what they believe. Also, they learn through retaliation to various classroom situations, aspirations, desires, faith, and dreams after completing their coursework. In addition, transformational learning has some distinct principles. It claims that adults exhibit instrumental and communicative learning perspectives. Also, this learning method involves self-examination, disorienting dilemma, development of a blueprint for actions, acquisition of skills and knowledge, development of self-confidence in contemporary class laws.
Contrast Of Traditional Learning and Transformational Learning and Expected Student Outcome
Active or transformational learning is different from the traditional way of teaching students. In traditional pedagogy, the learning process is passive, while in the transformational model, learners acquire knowledge through interactive mechanisms (Villardón-Gallego et al., 2018). In a traditional setting, students do not take part in learning and teaching processes advanced by an educational practitioner. But in the transformational model of teaching, students are actively engaged by teachers to perform a variety of classroom discussions, presentations, and group work. For example, throughout my coursework experiences, the learning process has been majorly anchored on the active model of teaching where Professors give us reflective essays, group work, online discussions, and posting replies to peer posts. From this, I have been able to grasp holistic skills such as conceptual, communication, and research skills. The traits and skills will enhance my future career path and various undertakings when I complete my academic coursework and become a valuable person in society.
Besides, traditional pedagogy is a teacher-centered approach whereby all the class answers and opinions originate from the teacher even if he or she is wrong (Kuechler and Stedham, 2018). In this model, a teacher fills supreme and does not get opinions from the learners. For example, in a Calculus lesson, when a “bright student” answers correctly, the teacher will ignore the answer due to the supremacy principle anchored on the traditional way of teaching. But in the active learning strategy, a teacher might be challenged concerning Calculus math answers, and he or she will accept. The teacher might also call up the student to come to the front of the class and show the workings on the board, as it enables other students to develop in-depth mastery skills concerning the math problem. In addition, student outcomes in the two learning methods are different. In the transformational model, the outcome would result in critical thinkers who can solve class and societal problems with ease. Also, it creates students who have excellent presentation and research skills that benefit them when they get out of school. But in traditional pedagogy, student outcomes would encompass non-active students, inadequate communication research, and presentation skills.
Research-Based Discussion of How to Create a Transformational Conducive Environment
Despite the contrast that exists between traditional pedagogy and transformational learning models, teachers ought to adopt viable and robust teaching methods that stimulate conducive learning experiences among the students (Villardón-Gallego et al., 2018). Firstly, teachers and other educational stakeholders should create enough physical space. Every single area of a classroom should enhance an atmosphere that stimulates learning and participation amongst the students (Villardón-Gallego et al., 2018). The physical space encompasses the arrangements and layout of desks, computers, and teaching equipment. Secondly, the teacher should let the learners cooperate by implementation strict rules and guidelines that minimize time wastage and noise making. Also, the students should cooperate by submitting class assignments and discussions on time. Thirdly, a teacher should create a holistic communal learning space by enhancing the inter-personal relationship between the students. For example, students from different backgrounds and races should be placed together in class groups and discussion boards. Also, a teacher should be caring by sharing the curriculum, course outlines, timelines, and expectations, as it enhances students’ morale, concentration, and agility while learning. In addition, teachers could create a positive classroom culture and climate. The teacher must implement disciplinary processes, mannerism, encouragement, support, and cooperation professionally and ethically to bolster learning in the long-run perspective.
The Skills Necessary for Practitioners to Implement Transformational Learning
The practitioner as a transformer demonstrates an understanding of how students learn, is emotionally prepared to identify with the diverse needs of students, has sufficient content knowledge, and can make decisions rapidly and work on them. The role of an instructor in transformational learning is beyond delivering information. Instead, the focus is on making learners become active participants in the learning process, developing critical thinking skills, setting goals, and engaging in reflection (Liu, 2020). Therefore, the following skills are vital for a practitioner to implement transformational learning:
Ability to facilitate the learning process. The practitioner must be able to engage learners and help them create knowledge actively. Where learners are actively involved in creating knowledge and developing skills, the instructor must be able to facilitate skills such as critical thinking and effective communication. Often, it is challenging to implement transformative learning without the effective implementation of constructivist pedagogy (Liu, 2020). The practitioner must facilitate hands-on experiences among students so that they make meaning through active learning.
Should be able to establish a shared vision with learners. When the instructor and learner share a vision, they work together towards achieving it.
Provide modeling to the learners. The teacher is expected to model the behavior expected from students.
Demonstrate mastery of content.
Must be able to challenge and encourage learners intellectually.
Individualize or customize attention and feedback. Each learner is a unique individual with unique needs.
A transformative teacher must be able to develop experiential lessons.
A transformative practitioner must promote reflection among learners.
Supports Necessary for Practitioners to Implement Transformational Learning
School leadership must support practitioners to implement transformational learning effectively. The management should support the teacher’s instructional approaches and the changes in teaching methods and materials. The administration validates an instructor’s strengths and encounters by providing support to their instructional efforts. They do so by assuming a proactive duty in supporting the practitioner’s instructional efforts. For example, the administrator can frequently communicate with teachers regarding instructional efforts and the learners’ needs. An example of such interaction is a conscious decision to associate with each teacher every day positively. During these interactions, the administrator or principal addresses academic issues and guides encourage, reinforces, and promotes the practitioner’s instructional effort (Liu, 2020). When principals engage in such conversations with teachers, they help them adapt or change their instructional methods to effectively implement transformative learning.
Another support that practitioners require in transformative learning is adequate resources and materials. Transformative learning approaches such as inquiry-based learning require equipment such as computers and materials to help learners engage in inquiry. Therefore, practitioners require all the essential resources needed to ensure that learners explore and construct knowledge (Liu, 2020). Lack of resources and materials can impair implementation. Therefore, leaders must understand what is going on in classrooms to ensure that they are better positioned to provide the materials and resources practitioners need to implement transformative instruction. In addition, parents or guardians must ensure that they collaborate with practitioners and provide the required items to support transformative learning both in the classroom and at home.
Feedback is an essential support in implementing transformative learning. Principals or administrators solicit and give feedback on teaching and learning methods and strategies (Liu, 2020). When principals interact with instructors regarding classroom efforts, they communicate with them about the teaching process in the same way practitioners interact with learners about their progress. Feedback is vital in creating a collaboration environment, thus effective, transformative learning implementation. Giving follow-up comments to help the practitioner improve is critical in effective instructional practices. The management must collect data and use it to develop development programs to help teachers implement transformative learning. Staff development activities, specifically for transformative learning implementation, can equip practitioners with the knowledge and skills to effectively apply the approach. Therefore, principals must identify areas of need and plan development activities such as training or even mentorship. According to Baumgartner (2019), professional development is vital in improving practitioners’ instructional skills.
Implications for Learners when Transformational Learning is not Successfully Implemented
When transformational learning is not implemented effectively, learners cannot construct knowledge. Knowledge construction occurs by building on a learner’s previous knowledge and experiences. Learning is based on what students already understand and bring to the classroom. Therefore, if transformative instruction is ineffective, the learner cannot construct knowledge or create new ideas (Baumgartner, 2019). They cannot interpret, analyze, synthesize, reflect, or evaluate during the learning process. Learners construct knowledge through a sophisticated process involving interaction with the knowledge structures they possess, interaction with learning materials and encounters, and communication with instructors and peers ( Baumgartner, 2019). In the absence of these vital aspects of the learning process, learners cannot develop meaning. Skills such as interpretation and synthesis are vital in transformative learning. Therefore, if the approach is not applied effectively, students cannot create these essential skills.
In addition, failure to implement transformational learning successfully is associated with poor academic outcomes. When students cannot construct knowledge, one of the outcomes is poor academic performance. Also, learners become passive participants in the learning process. Effective transformational learning requires students to be active participants in the knowledge construction process (Liu, 2020). The teacher’s role is facilitation but not dominating. When learners are passive, they become mere recipients of information, which is not the goal of transformational learning. As a result, education does not occur, and students fail to acquire the 21st-century skills needed to solve the current societal problems. Leaners fail to develop vital skills such as critical thinking and problem-solving.
The Role of the Practitioner as a Transformer
An education practitioner plays the role of a transformer by creating constructivist conditions to transform the students in different levels, including their cognitive, psychological, creative, and social aspects. The transformational teacher invites learners to identify their full potential as students, society members, and humans (Baumgartner, 2019). They create environments that promote holistic learning, leading to a transformed consciousness that understands oneself and others better. From a transformational education viewpoint, academic achievement resembles attaining a state of self-actualization. The practitioner helps learners discover and develop their unique talents and abilities to the best level possible (Liu, 2020). Also, academic achievement entails increased awareness of self-dimensions and increased consciousness. By creating constructivist environments, teachers encourage active engagement in knowledge construction and skills development among learners. In addition, the practitioner acts as a facilitator in helping learners develop high-order skills such as problem-solving and critical skills abilities.
Students cannot construct knowledge on their own. They require a practitioner’s guidance. However, the instructor must ensure that it does not interfere with the learner’s knowledge construction process. Their only role is to facilitate or provide advice or help where needed. As a transformer, a practitioner must be a role model. Modeling is an essential role of a practitioner as a transformer. The instructor models symphonic thinking, which entails the ability to critically appraise and synthesize new ideas (Baumgartner, 2019). The teacher demonstrates how to make logical relationships between ideas, develop and assess arguments, and reflect and use different ideas to make a new concept. An instructor’s personal experiences, personality, values, beliefs, and cultural background can influence the application of transformational learning. Therefore, the instructor must be aware of possible personal influences that might cause bias, thus impairing learning. Preferences can have a negative impact on transformational learning implementation because they obscure objectivity.
In conclusion, traditional pedagogy is a teacher-centered approach where learners are limited to classroom growth, critical thinking, and solving problems. This method only relies on memorization and teacher teachings. Transformational learning is the modern active method of learning where the student is the center of classroom daily decisions. This method enables learners to be agile problem solvers, critical thinkers, and cooperative both in the class and society. Therefore, teachers should adopt the transformational model of teaching while incorporating other viable and robust methods of teaching. However, successful implementation of transformative learning requires teachers to acquire specific set of skills. Such skills include facilitation and ability to create constructivist learning conditions. The skills are needed in their transformer role. Unsuccessful execution of transformative instruction is associated with impaired knowledge construction and poor academic performance. Therefore, learning institutions and parents/guardians must provide the supports needed for effective implementation and adoption. Such supports include resources, learning materials, and professional development opportunities.
References
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