The scholarship of being a teacher; exploring the potential of transformational learning theory for primary school teachers' development in Iran

The main question of this research is why previous teachers training programs or in-service education in Iran educational system could not make an effective change in current situation of teachers' act which is one of the... [ view full abstract ]

The main question of this research is why previous teachers training programs or in-service education in Iran educational system could not make an effective change in current situation of teachers' act which is one of the most important factors in sustainable future of every country. Studying about different teacher training programs, it could be said that prescriptive perspectives of these programs make them ineffective for teachers. In this regard, Connelly's "Personal Practical Knowledge" and his idea about teachers' knowledge (instead of knowledge for teachers) propose that what teachers know and experience in their entire life affects their actions and reactions. They act based on their current beliefs, values, knowledge etc. or their whole being. In other words, how they think and what they believe about the meaning of being a teacher and teaching affects how they act which is neglected in those previous programs. But how these beliefs, values and knowledge could be transformed? Mezirow theory of "Transformational Learning" proposes phases of perspective transformation for changing beliefs, values etc.
Briefly, this research intends to understand what teachers know and how this Knowledge affects their actions and the ways they can change these meaning and perspectives to improve their actions. Since this is not a formal program for teachers training, it is studying some primary teachers' perspective about being a teacher and how transformational learning approach could help them to make change in their being. It is an ongoing doctoral thesis which is in the beginning steps in Iran.