The article offers a critical review of the tools available to evaluate transformative learning process and outcomes. In the literature, there are different approaches to validate and use these tools, confirming that Transformative Learning Theory is a multi-layers theory. We would like to: 1) show the state of the art of assessment perspectives in TLT; 2) define a framework to categorize them; 3) depict a possible evolution of TL assessment approaches. Starting from this backdrop, in the second section of the article, we describe how and to what extent an on-line tool (Doctors’ Perspective Inventory) has been constructed and adapted to manage continuing educational activities for doctors in the framework of the transformative learning theory and professional development. The DPI is a quantitative, multi-language and self-respondent survey based on a Likert scale that is grounded on the TPI model (Teaching Perspective Inventory, Pratt, 1998). The thesis we will present is that the administration of this tool could support to plan organizational devices and transformative learning paths for professional development of community of practitioners within medical institutions.
|Titolo:||Theory and Practice for Understanding Process and Outcomes of Transformative Learning|
MELACARNE, CLAUDIO (Corresponding)
ROMANO, ALESSANDRA (Corresponding)
|Citazione:||Melacarne, C., & Romano, A. (2018). Theory and Practice for Understanding Process and Outcomes of Transformative Learning. EDUCATIONAL REFLECTIVE PRACTICES, 2/2018(2), 214-234.|
|Appare nelle tipologie:||1.1 Articolo in rivista|