The purpose of this study was to explore the phenomenon of transformative learning within the context of instructional beliefs and practices among collegiate math and science faculty. Participants included nine full-time instructional faculty teaching within a biological science, mathematics, or physical science department at a public, two-year degree-granting state college. The study employed a qualitative research methodology, engaging participants in semi-structured interviews through a descriptive phenomenological design. Qualitative coding and thematic analysis were conducted, consistent with Colaizzi's (1978) Method for phenomenological research. Data analysis resulted in the emergence of four themes related to transformative learning experiences and four themes related to the participants' resultant instructional practice. The four themes addressing transformative learning experiences were: misaligned expectations, heuristic nature of learning to teach, developing authenticity and mastery, and evolving perspectives. The four themes pertaining to the influence of faculty beliefs on instructional practices were: perceptions of student challenges, confronting barriers, adaptive course design, and establishing classroom culture. The findings of this study indicate that collegiate faculty experience several dimensions of transformative learning, promoting a transition towards increased faculty authenticity in their instructional practices. Further, the findings of this study revealed that faculty, as a result of the transformative learning process, transitioned away from a content-delivery focus and towards a student-centric perspective that resulted in the adoption of an adaptive course design. The findings of this study may lead to enhanced practices and program development related to faculty induction and socialization protocols. Further, the findings of this study provide a needed context for informing faculty evaluation and development procedures.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Higher Education Track
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Huston, Joseph, "An Exploration of Evolving Faculty Instructional Beliefs and Practices Viewed Through the Lens of Transformative Learning" (2020). Electronic Theses and Dissertations, 2020-. 62.