Australian Journal of Teacher Education
Abstract
This article reports on some of the findings from a doctoral research project that explored how the vocationally interested and vocationally disinterested pre-service teachers in selected teacher training colleges in Zimbabwe experienced transformative learning. Through multiple-site case study and qualitative approach within an interpretive paradigm, guided by Mezirow’s ten-phase Transformative Learning Theory, the study sought to understand the pre-service teacher transformative learning experiences. The study employed a multi-modal approach which involved focus group discussions, individual face to face interviews and continuum drawing and discussions to generate data from a purposive sample of 40 participants. Findings suggest that, both vocationally interested and vocationally disinterested pre-service teachers experienced transformative learning through two avenues: disorienting dilemmas and learning experiences. The findings also suggested that while the majority of pre-service teachers experienced transformative learning, a few did not experience transformation. We argue that if vocationally disinterested pre-service teachers are to transform during teacher training, vocational supports should be built into processes and activities to purposefully cushion their transformative paths, given the lack of interest in teaching at the start of the course.
Was this research funded?
No, research was not funded
Recommended Citation
Macharaga, E., & Mukeredzi, T. G. (2023). Transformative Learning Experiences of the Vocationally Interested and Vocationally Disinterested Pre-Service Teachers in Teacher Training Colleges in Zimbabwe. Australian Journal of Teacher Education, 48(4). https://doi.org/10.14221/1835-517X.5928