Bridging Transformation in a PDS Preservice Teacher Education Program

Holly Klock

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Bridging Transformation in a PDS Preservice Teacher Education Program

Author

- Holly Klock

Abstract

This empirical work explores Transformational Learning within preservice teacher education. Self-identified disorienting dilemmas are a catalyst for communicative discourse in which preservice teachers approach learning by problematizing biases and assumptions.

Keywords: preservice teacher education, transformational learning

How to Cite: Klock, H. (2019) “Bridging Transformation in a PDS Preservice Teacher Education Program”, Adult Education Research Conference. 1(2019).