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Transformative Learning and Educational Technology Integration in a Post-Totalitarian Context: Professional Development among School Teachers in Rural Siberia, Russia
Abstract
This study focuses on the professional development experiences of teachers in the Altai Republic, Russian Federation. The Russian educational system is undergoing computerization, and teachers are learning to integrate educational technology into classroom practice. This qualitative study explored the potential perspective transformation experienced by teachers, using multiple sources of evidence (interviews with program and school administrators, school teachers, observation). Findings indicated that teachers are beginning to think and act in new ways based on their experiences with educational technology. Teachers are also collaborating in this learning process, which provides an important support for continued learning and growth. Findings also indicate transformative learning theory (TLT) is a useful framework for exploring transformative learning in this non-Western setting and helped to uncover elements of transformative learning which may be culturally determined.
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