Practice of transformative pedagogy and personality of teaching theories and models in the teaching and learning sciences.
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| Title: | Practice of transformative pedagogy and personality of teaching theories and models in the teaching and learning sciences. |
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| Authors: | Geletu, Girma Moti1 (AUTHOR) girmamg@hu.edu.et |
| Source: | Discover Education. 5/18/2026, Vol. 5 Issue 1, p1-16. 16p. |
| Subject Terms: | *Transformative learning, *Teaching models, *Constructivism (Education), *Student engagement, *Science education, *Philosophy of education, *Critical thinking |
| Abstract: | Background: Transformative learning borrows from the work of constructivist teaching to develop classroom scenarios that support learners to build meaning through interaction. Transformative learning encourages communication and discourse between teachers and students to address the problem of unchecked individualism. Purpose: This study examined transformative learning practices and the personality of pedagogical theories and models in the field of education and learning. Methods: Data were collected from data sources through interviews, documentary review and classroom observations. The data were thematically analysed with the aid of NVIVIO-14.00. The researcher selected 15 teachers who teach biology and chemistry subjects using a purposive sampling technique based on their life experiences. The researcher defined the analytical codes and created themes and sub- themes for the textual and contextual thematic analysis. Findings: The study findings showed that the teaching communication or dialogue between students and teachers expected advanced organisation and meaningful learning of the Ausubel teaching model. However, the practice of these teaching methods is in contradiction with the Gagne problem-solving phase, Bruner discovery learning and Frere problem-solving approach due to the lack of target facilities and time for practical learning. Similarly, there was a mismatch between learning outcomes and teaching and learning strategies in higher-level thinking processes (analysis, synthesis and evaluation). Implications: Instructors and student teachers should work better in transformative learning by developing knowledge of constructive and critical learning, which creates a strong link between teaching and learning science in classrooms. [ABSTRACT FROM AUTHOR] |
| Copyright of Discover Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193884928 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Practice of transformative pedagogy and personality of teaching theories and models in the teaching and learning sciences. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Geletu%2C+Girma+Moti%22">Geletu, Girma Moti</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> girmamg@hu.edu.et</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Discover+Education%22">Discover Education</searchLink>. 5/18/2026, Vol. 5 Issue 1, p1-16. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+models%22">Teaching models</searchLink><br />*<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Transformative learning borrows from the work of constructivist teaching to develop classroom scenarios that support learners to build meaning through interaction. Transformative learning encourages communication and discourse between teachers and students to address the problem of unchecked individualism. Purpose: This study examined transformative learning practices and the personality of pedagogical theories and models in the field of education and learning. Methods: Data were collected from data sources through interviews, documentary review and classroom observations. The data were thematically analysed with the aid of NVIVIO-14.00. The researcher selected 15 teachers who teach biology and chemistry subjects using a purposive sampling technique based on their life experiences. The researcher defined the analytical codes and created themes and sub- themes for the textual and contextual thematic analysis. Findings: The study findings showed that the teaching communication or dialogue between students and teachers expected advanced organisation and meaningful learning of the Ausubel teaching model. However, the practice of these teaching methods is in contradiction with the Gagne problem-solving phase, Bruner discovery learning and Frere problem-solving approach due to the lack of target facilities and time for practical learning. Similarly, there was a mismatch between learning outcomes and teaching and learning strategies in higher-level thinking processes (analysis, synthesis and evaluation). Implications: Instructors and student teachers should work better in transformative learning by developing knowledge of constructive and critical learning, which creates a strong link between teaching and learning science in classrooms. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Discover Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193884928 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s44217-026-01624-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1 Subjects: – SubjectFull: Transformative learning Type: general – SubjectFull: Teaching models Type: general – SubjectFull: Constructivism (Education) Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Science education Type: general – SubjectFull: Philosophy of education Type: general – SubjectFull: Critical thinking Type: general Titles: – TitleFull: Practice of transformative pedagogy and personality of teaching theories and models in the teaching and learning sciences. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Geletu, Girma Moti IsPartOfRelationships: – BibEntity: Dates: – D: 18 M: 05 Text: 5/18/2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 27315525 Numbering: – Type: volume Value: 5 – Type: issue Value: 1 Titles: – TitleFull: Discover Education Type: main |
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