1 Danish School of Education, Arts, Aarhus University2 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University3 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University
Abstract to the conference “Teachers and Trainers in Lifelong Learning” Workshop A: Future Competences of Persons working in Lifelong Learning Title of proposal: Teacher in the Transformative Learning Spaces Author: Elina Maslo, dr. paed., National Library of Education, The Danish School of Education, Aarhus University, firstname.lastname@example.org Key words: learning, lifelong learning, adult learning, workplace learning, transformative learning spaces, teachers competencies During many years of research on lifelong foreign language learning with very different groups of learners, we found some criteria, which makes learning process successful. Since then we tried to find some other examples on “successful learning” from the formal, informal and non-formal learning environments, trying to prove those criteria. This conference paper will present the newest example: the research library, which is a very interesting example on the mixture of those very different environments. Taking the library example, we will show the new role of the teacher in the transformative learning spaces, namely, a person helping to learn. Using the systemic-constructivist approach to life and learning (Reich) and taking into consideration that the learning process is multidimensional (Pestalozzi, Illeris), we believe, that learning is only possible if learners themselves are able to realize their own learning process, which must be personally significant for them. With this understanding the most important task for the teachers or supervisors is to help their learners to create a transformative learning space for their own learning. The goal of this paper is to research the teachers (supervisors, counsellors) role in the possibilities to learn at the library, analyzing the learning process from many different perspectives (the users of the library – students of different grades, non studying people, researchers; the people working at the library – office workers, librarians, research staff; teachers and supervisors) and answering the key question: what makes the learning process successful? Methods/methodology: The complicated process of learning and the role of a teacher at the research library will be analyzed from different perspectives by different learning participators using qualitative research methodology (interviews, observations, smaller action research projects, group discussions). A special attention will be paid to the systematic review of literature, the analysis of previous studies, with the aim of ensuring the valuable evidence of the research analysis. Expected Outcomes/results: There will be given a qualitative analysis of the library as a transformative learning space, which can be used as inspiration in all formal, non-formal and informal educational environments. The criteria, which makes the learning process successful in many contexts, will be presented. The competencies needed by teacher in the transformative learning spaces will be described. Intent of publication: The intent of the publication is to show the mechanism of learning in non traditional environment and the teachers role in those transformative learning spaces. The study aims to show, that there are some universal criteria, which makes learning process successful. Those criteria can be used in many different learning environments. The criteria have a connection to the competencies needed by teachers in transformative learning spaces. References: Illeris, Knud (2001): Læring – aktuel læringsteori i spændingsfeltet mellem Piaget, Freud og Marx. Roskilde Universitetsforlag. Illeris, Knud (2008): Læring i et positivt psykologisk perspektiv. København: Hans Reitzels Forlag. Lave, Jean and Etienne Wenger (1991): Situated Learning. Legitimate Peripheral Participation. Cambridge University Press. Mezirow, Jack and Associates (2000): Learning as Transformation. Critical Perspectives on Theory in Progress. Jossey-Bass Publishers: San Francisco. Reich, Kersten (2005): Systemisch-kinstruktivistische Pädagogik – Einfϋhrung in Grundlagen einer interaktionistisch-konstruktivistischen Pädagogik. Beltz Verlag: Weinheim und Basel.