Perception and Experience of Transformative Learning and Faculty Authenticity among North American Professors of Christian Education (NAPCE)
Perception and experience of transformative learning and faculty authenticity among Christian education professors in North America were explored in this qualitative research. Through convenient purposeful sampling, 19 professors from North American Professors of Christian Education were recruited f...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publié: |
2013
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| Dans: |
Christian education journal
Année: 2013, Volume: 10, Numéro: 2, Pages: 339-359 |
| Sujets non-standardisés: | B
faculty authenticity
B NAPCE B professors B Transformative Learning |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | Perception and experience of transformative learning and faculty authenticity among Christian education professors in North America were explored in this qualitative research. Through convenient purposeful sampling, 19 professors from North American Professors of Christian Education were recruited for this study and, ultimately, 16 professors participated in the whole research process. The findings from the research study consist of Christian professors’ experience and perception of transformative learning and faculty authenticity, and through the qualitative research analysis three components to “pedagogy of authenticity” were derived, namely (a) integrity; (b) facilitating disorientation; and (c) relational teaching. |
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| ISSN: | 2378-525X |
| Contient: | Enthalten in: Christian education journal
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| Persistent identifiers: | DOI: 10.1177/073989131301000206 |
