Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.818774
Title: Understanding transformative learning in professional technical education : the circular framework of change
Author: Love, Brandi Jean
ISNI:       0000 0004 9356 0153
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 2020
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Abstract:
There is a stigma linked to professional technical education (PTE) and the skilled trades in the United States that has plagued it since the Industrial Revolution. In another vein, transformative learning, in its continuing evolution since inception in the 1970s, has become a respected and desirable goal of adult higher education. This study explores transformative teaching and learning in a case study professional technical college and reveals the methods and transformative potential present in the curriculum, educators, and students to such a capacity as to debunk the stigma. The findings uncover an educational framework that lays a foundation for transformative potential and supports the claim of professional technical education not as a siloed path for the non-college bound, but as an education on par with other respected four-year routes. It is time to drop the labels and recognize all tertiary levels for what they are – higher education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.818774  DOI: Not available
Keywords: L Education (General) ; LB2300 Higher Education
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