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A Narrative Phenomenological Approach to Transformative Learning: Lessons From Occupational Therapy Reasoning in Educational Practice

机译:变革性学习的叙事现象学方法:教育实践中职业疗法推理的教训

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摘要

Transformative learning involves the questioning of worldviews and underpins shifts in values and identity that are integral to critical occupational therapy practices. Cognitive theories of transformative learning name, but do not address, the experiential dimensions of transformation. The aim of this article is to conceptualize transformative learning from the perspective of narrative phenomenology in occupational therapy. An argument is presented that draws on research in occupational therapy professional reasoning and that makes visible the dimensions of transformation that are inherently experiential and meaning oriented. Three key concepts for a transformative pedagogy are defined and illustrated: scenes, emplotment, and embodied metaphors. The article concludes with the types of learning objectives for which this approach is suited and the pedagogical values that underpin these teaching practices. This article adds to the domain of health care education by defining and illustrating experiential and meaning-based practices as signature pedagogies for transformative learning.
机译:变革性学习涉及对世界观的质疑,并支持重要职业治疗实践必不可少的价值观和身份转变。变革性学习的认知理论为变革的体验维度命名,但并未解决。本文的目的是从职业治疗中的叙事现象学的角度概念化转型学习。提出了一个论点,该论点借鉴了职业治疗专业推理方面的研究,并使转化的维度具有内在的经验性和意义导向性。定义和说明了变革性教学法的三个关键概念:场景,空缺和隐喻。本文以适合这种方法的学习目标类型以及作为这些教学实践基础的教学价值作为结束。本文通过定义和说明经验式和基于意义的实践作为变革性学习的标志性教学法,将其添加到医疗保健教育领域。

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