Author/s: Jenny McDougall and Wendy Davis
Edition: Volume 51, Number 3, November 2011
Summary: While much has been written about the transformative potential of adult education from the student perspective, little research has been done into the experiences of those who teach in such contexts. This paper draws on the reflections of three academics who work in an enabling program in regional Australia. We embarked on a process of critical self-reflection, not unlike the kind of activity we ask of our students, as we considered the challenges as well as the rewards inherent in our experiences. Brookfield’s (1998) concept of critical reflection was used as a vehicle for examining underlying assumptions about what we do and how we are positioned within the broader University community. Though we are cautious about describing our learning as ‘transformative’, we contend that the process of critical reflection has led to a heightened awareness, and has enabled us to articulate perceptions of professional and personal growth.
Keywords: regional, Australia, critical self reflection, teachers, trainers
This article is part of AJAL, Volume 51_3. The entire volume is available in .pdf for purchase here.