Affiliation:
1. Department of Music, Art and Culture Studies, University of Jyväskylä, Finland
Abstract
Transformative learning in teacher education qualitatively changes future teachers’ meaning systems of learning, teaching, and education. In this study, I explored transformative learning in Finnish class teacher education. Data were collected by observing student teachers over two academic years. Data also contains writings that student teachers produced during that period. A phenomenological analysis focused on the general characteristics of the transformative way of becoming a teacher and identified a process consisting of four phases: starting point, crack, ambivalence, and transformation. A hermeneutic analysis was used to interpret how the process occurred in practice. The results suggest a long and ambivalent process, which challenges educational policy discourses that emphasize efficiency and speed.