Transformational Learning in Higher Education Settings: A Case Study of “Teaching Teachers to Teach”

Abstract

Transformational learning (TL) theory posits that adult students experience a disorienting dilemma and then engage in critical self-reflection (Mezirow, 1997). University faculty are often not pursuant toward improving andragogy skills, including utilizing TL. The purpose of this study is to determine if student achievement would increase if higher education faculty were trained to be better teachers in addition to being experts in their chosen field.