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The study draws on qualitative data from teachers and principals in two non-traditional schools in Hungary and Portugal, analyzing how awareness of needed change and the challenges accompanying it drive teacher learning. Findings highlight a reflective and transformative character of learning within school development contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/change-challenge-transformation-a-qualitative-inquiry-into-transformative-teacher-learning/598115/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/change-challenge-transformation-a-qualitative-inquiry-into-transformative-teacher-learning/598115.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does transformative teacher learning involve in this study?","Question",{"text":112,"@type":113},"It is an ever-emerging process linked to the awareness and need for educational change, extending beyond new technology or methods. 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As such, when examined from the perspective of teacher professional development, transformative learning ceases being solely related to an individual and becomes a composition within which the individual creates and expands forms that need change. Thus, teacher learning that focuses only on new technology, methodology, and classroom management remains informative and valuable, but without a transformative character. This paper explores the underpinning principles of transformative learning by observing the notions of transformative change from the perspective of two non-traditional schools: one in Hungary and the other in Portugal. As such, the analysis and conclusions are formed using the data collected through a qualitative inquiry of teachers and principals from the two selected schools. The results suggest that teacher transformative learning in the two specific settings is intimately related to the awareness and need of change in education provisions, as well as with the challenges that this change brings. The gathered insights pave a way to a better understanding of the intricate and delicate tapestry of teacher learning in occasions in which it embraces an everlasting reflective and transformative character.  \nKeywords: transformative learning, educational change, teacher collaboration, school development  \n1 Eötvös Loránd University in Budapest, Hungary; [helena.kovacs@ppk.elte.hu](helena.kovacs@ppk.elte.hu).  \nSprememba, izziv, transformacija:  \nkvalitativna raziskava transformativnega učenja učiteljev  \nHelena Kovacs  \n• Transformativno učenje je v svojem bistvu glede na temeljno literaturo področja dinamičen proces. Kot takšno transformativno učenje, preučevano skozi perspektivo profesionalnega razvoja učiteljev, ni več povezano samo s posameznikom, ampak postane kompozicija, znotraj katere posameznik ustvarja in razširja oblike, ki terjajo spremembo. Učenje učiteljev, ki se tako usmerja samo na novo tehnologijo, metodologijo in na upravljanje razreda, sicer ostaja informativno in dragoceno, vendar brez transformativnega značaja. Ta prispevek raziskujetemeljna načela transformativnega učenja z opazovanjem pojmov transformativne spremembe s perspektive dveh netradicionalnih šol: ene iz Madžarske, druge iz Portugalske. Analiza in sklepi so oblikovaniz uporabo podatkov, pridobljenih v kvalitativni raziskavi učiteljev in ravnateljev obeh izbranih šol. Izsledki nakazujejo, da je transformativnoučenje učiteljev v obeh kontekstih tesno povezano z zavedanjem in spotrebo po spremembi v načinih nudenja in zagotavljanja izobraževanja pa tudi z izzivi, ki jih takšna sprememba nosi. Zbrani vpogledi tlakujejo pot do boljšega razumevanja zapletene in občutljive tapiserije učenjaučiteljev v situacijah, ki zaobjemajo njen neskončno reflektiven in transformativen značaj.  \nKljučne besede: transformativno učenje, edukacijske spremembe, sodelovanje učiteljev, razvoj šol  \nOpening: Mens sana in corpore sano  \nThe Roman saying mens sana in corpore sano points to a basic concept that in order to achieve a healthy spirit, a person needs a healthy body. A scholar on human learning, Peter Jarvis, notes: ‘[t]he person is both body and mind, not just personality in the psychological sense’ (2006, p. 48) . The idea that individuals are constantly in the process of ‘becoming’ reflects the very notion of change and re-creation of the same yet transformed person as a whole. Unlike Kolb’s learning cycle, in Jarvis’ perception, learning entails a rather complex system and transformation resulting from learning includes a socially constructed experience, a reflection process, and both action and emotion. As the author would illustrate: the change of body, mind and self (Jarvis, 2","cbCaif94RB7KiwpO","https://ap.wps.com/l/cbCaif94RB7KiwpO","pdf",163422,"English","# Introduction\n## Transformative learning and teacher development\n## Change, challenges, and emotional relationships\n## Reflection, routine, and transformative frames of reference\n# Purpose and research focus","[{\"question\":\"What does transformative teacher learning involve in this study?\",\"answer\":\"It is an ever-emerging process linked to the awareness and need for educational change, extending beyond new technology or methods. It includes socially constructed experience, reflection, and action shaped by school relationships.\"},{\"question\":\"How were data collected for the analysis?\",\"answer\":\"The study uses qualitative inquiry data gathered from teachers and principals in two non-traditional schools—one in Hungary and one in Portugal. Analysis and conclusions are based on these collected observations and inputs.\"},{\"question\":\"Why is change difficult in school settings according to the text?\",\"answer\":\"Change is hard because education systems and practices are complex, rigid, and strongly traditional. The text also emphasizes that proposed change can overlook emotionally driven school-based practices.\"}]","Change, Challenge, Transformation - A Qualitative Inquiry into Transformative Teacher Learning | PDF",1792086314]