Transformational learning, according to Mezirow (1981), involves transforming taken-for-granted frames of reference into more discriminating, flexible ‘habits of mind’. In teacher education, transformative learning impacts on the development of students’ action theories, self-efficacy and professional attributes. Although considered imperative to reflective practice, not all students take a transformative, ‘double-loop’ approach to learning; reflexive and adaptive learning are also identifiable. This paper discusses the integration of the three learning approaches in the conceptualisation of LEARnT Theory (Jones, 2008), whereby Learning evolves as: Efficacy informs Actions, and Reflection impacts Theory building. LEARnT integrates reflexive, adaptive and transformative approaches. In Reflexive approaches, learning is restricted, action theories remain covert, efficacy remains stable and actions are automated. In Adaptive learning, reflection is ‘single-loop’ in nature; it involves the modification of concepts whilst maintaining existing schema; theories of action, efficacy and behaviours may alter. LEARnT theory provides a challenging paradigm for a larger study into teacher education student learning approaches.
Transformational Learners: Transformational Teachers.
Australian Journal of Teacher Education, 34(2).