Understanding transformative learning in professional technical education: the circular framework of change

Love, Brandi Jean (2020) Understanding transformative learning in professional technical education: the circular framework of change. Ed.D thesis, University of Glasgow.

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Abstract

There is a stigma linked to professional technical education (PTE) and the skilled trades in the United States that has plagued it since the Industrial Revolution. In another vein, transformative learning, in its continuing evolution since inception in the 1970s, has become a respected and desirable goal of adult higher education. This study explores transformative teaching and learning in a case study professional technical college and reveals the methods and transformative potential present in the curriculum, educators, and students to such a capacity as to debunk the stigma. The findings uncover an educational framework that lays a foundation for transformative potential and supports the claim of professional technical education not as a siloed path for the non-college bound, but as an education on par with other respected four-year routes. It is time to drop the labels and recognize all tertiary levels for what they are – higher education.

Item Type: Thesis (Ed.D)
Qualification Level: Doctoral
Keywords: Transformative learning, professional technical, skilled trades, vocational education, educational framework.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Colleges/Schools: College of Social Sciences > School of Education
Supervisor's Name: Patrick, Dr. Fiona
Date of Award: 2020
Depositing User: Brandi Love
Unique ID: glathesis:2020-81737
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 21 Oct 2020 12:50
Last Modified: 21 Oct 2020 12:58
URI: http://theses.gla.ac.uk/id/eprint/81737

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