Analysis of Transformational Teaching as a Philosophical Foundation for Effective Classrooms
Nowadays, many classrooms are content-based and, therefore, disadvantage students from gaining lifelong skills that could support them in their future endeavours. This study proposed transformational teaching as a veritable strategy for effective classrooms where teaching and learning are taken bey...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
OpenED Network
2022-04-01
|
| Series: | Journal of Curriculum Studies Research |
| Subjects: | |
| Online Access: | https://curriculumstudies.org/index.php/CS/article/view/126 |
| _version_ | 1797920518503923712 |
|---|---|
| author | Bunmi Isaiah Omodan Billey Addam |
| author_facet | Bunmi Isaiah Omodan Billey Addam |
| author_sort | Bunmi Isaiah Omodan |
| collection | DOAJ |
| description |
Nowadays, many classrooms are content-based and, therefore, disadvantage students from gaining lifelong skills that could support them in their future endeavours. This study proposed transformational teaching as a veritable strategy for effective classrooms where teaching and learning are taken beyond content delivery. This theory enables teachers/instructors/lecturers to promote expressive change that could lead to life-changing experiences among students. The study answers the following question: How can transformational teaching be presented as a stimulative teaching strategy for effective classrooms. The study is located within the transformative paradigm and designed with concept analysis, where the principles of transformational teaching are conceptualised and analysed using thematic analysis. The study was implemented by exploring the theory, its assumptions, and the connections between the theory and classroom activities. The study found that when effectively implemented in the classrooms, transformational teaching will enhance students’ lifelong learning experiences and contribute to a productive society. The study further recommends that teachers and students adopt transformational principles/strategies in curriculum facilitation (in the teaching and learning activities).
|
| first_indexed | 2024-04-10T14:02:13Z |
| format | Article |
| id | doaj.art-89841d31edf44016a9a0852d92f7a115 |
| institution | Directory Open Access Journal |
| issn | 2690-2788 |
| language | English |
| last_indexed | 2024-04-10T14:02:13Z |
| publishDate | 2022-04-01 |
| publisher | OpenED Network |
| record_format | Article |
| series | Journal of Curriculum Studies Research |
| spelling | doaj.art-89841d31edf44016a9a0852d92f7a1152023-02-15T16:10:12ZengOpenED NetworkJournal of Curriculum Studies Research2690-27882022-04-014210.46303/jcsr.2022.9Analysis of Transformational Teaching as a Philosophical Foundation for Effective ClassroomsBunmi Isaiah Omodan0Billey Addam1Faculty of Education, Butterworth Campus, Walter Sisulu University, South AfricaWalter Sisulu University Nowadays, many classrooms are content-based and, therefore, disadvantage students from gaining lifelong skills that could support them in their future endeavours. This study proposed transformational teaching as a veritable strategy for effective classrooms where teaching and learning are taken beyond content delivery. This theory enables teachers/instructors/lecturers to promote expressive change that could lead to life-changing experiences among students. The study answers the following question: How can transformational teaching be presented as a stimulative teaching strategy for effective classrooms. The study is located within the transformative paradigm and designed with concept analysis, where the principles of transformational teaching are conceptualised and analysed using thematic analysis. The study was implemented by exploring the theory, its assumptions, and the connections between the theory and classroom activities. The study found that when effectively implemented in the classrooms, transformational teaching will enhance students’ lifelong learning experiences and contribute to a productive society. The study further recommends that teachers and students adopt transformational principles/strategies in curriculum facilitation (in the teaching and learning activities). https://curriculumstudies.org/index.php/CS/article/view/126Transformational teachingEffective classroomCritical thinkingStudent collaborationHolistic development |
| spellingShingle | Bunmi Isaiah Omodan Billey Addam Analysis of Transformational Teaching as a Philosophical Foundation for Effective Classrooms Journal of Curriculum Studies Research Transformational teaching Effective classroom Critical thinking Student collaboration Holistic development |
| title | Analysis of Transformational Teaching as a Philosophical Foundation for Effective Classrooms |
| title_full | Analysis of Transformational Teaching as a Philosophical Foundation for Effective Classrooms |
| title_fullStr | Analysis of Transformational Teaching as a Philosophical Foundation for Effective Classrooms |
| title_full_unstemmed | Analysis of Transformational Teaching as a Philosophical Foundation for Effective Classrooms |
| title_short | Analysis of Transformational Teaching as a Philosophical Foundation for Effective Classrooms |
| title_sort | analysis of transformational teaching as a philosophical foundation for effective classrooms |
| topic | Transformational teaching Effective classroom Critical thinking Student collaboration Holistic development |
| url | https://curriculumstudies.org/index.php/CS/article/view/126 |
| work_keys_str_mv | AT bunmiisaiahomodan analysisoftransformationalteachingasaphilosophicalfoundationforeffectiveclassrooms AT billeyaddam analysisoftransformationalteachingasaphilosophicalfoundationforeffectiveclassrooms |