[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598676-105":59,"doc-detail-598676-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","using-arts-based-activities-to-foster-transformative-learning-during-a-teaching-practicum-in-kenya","Using Arts-Based Activities to Foster Transformative Learning During a Teaching Practicum in Kenya","","Essay examines how Canadian faculty facilitators used arts-based activities during a teaching practicum in Kenya to support pre-service teachers’ knowledge and understanding of critical reflection and transformative learning. Participation in arts-based formats helped participants interpret cultural, social, and pedagogical experiences, generating insights often missed in traditional reflection methods. Transformational learning emerged at personal and professional levels, grounded in dilemmas, self-examination, critical assessment, and perspective transformation.",{"@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/using-arts-based-activities-to-foster-transformative-learning-during-a-teaching-practicum-in-kenya/598676/",{"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/using-arts-based-activities-to-foster-transformative-learning-during-a-teaching-practicum-in-kenya/598676.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were arts-based activities used to support transformative learning during the practicum?","Question",{"text":112,"@type":113},"Facilitators invited pre-service teachers to engage in creative, arts-based formats so they could question assumptions and deepen critical reflection beyond traditional journaling and peer dialogue.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does transformational learning theory play in the essay?",{"text":117,"@type":113},"The essay explains transformative learning as a perspective transformation triggered by a disorienting dilemma, followed by self-examination and critical assessment of assumptions, supported by key scholars’ views.",{"name":119,"@type":110,"acceptedAnswer":120},"Why were traditional reflection methods not sufficient for all participants?",{"text":121,"@type":113},"The essay notes that some pre-service teachers did not prefer journaling, and journal-based recording may not have ensured critical thinking; therefore, alternative arts-based expressions were developed to enable full participation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598676,1793115171,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","17  \nUsing Arts-Based Activities to Foster Transformative Learning During a Teaching Practicum in Kenya  \nGlenda Black & Rogerio Bernardes  \nNipissing University  \nThis essay explores andpresents strategies we, as Canadian faculty facilitators of a teaching practicum in Kenya, used to foster the pre-service teachers’ knowledge and understanding of critical reflection and transformative learning processes by using arts-based activities. Participation in the arts-based activities while in Kenya encouraged the pre-service teachers to reflect upon and make sense of their cultural, social, and pedagogical experiences, and provided opportunities for them to gain insights that perhaps would not have been revealed using more traditional reflection formats. The transformational learning experienced by the pre-service teachers as they were immersed in artsbased pedagogical activities was evident on a personal and professional level.  \nIntroduction  \nDuranindgtthwoe fpraacuclttiycufmacil22itatporrse-sfervicrometNieapicherssinsg  \nUniversity, North Bay, Ontario, were immersed ina Kenyan community. The teaching assignments for the three weeks were in grades 3-7 of a primary school in a rural, agricultural area of the country populated by two different tribal traditions, the Kipsigi and Maasai. We worked directly with the Kenyan classroom teachers in a collaborative teaching enviroment. Outside of school hours our group was invited into the homes, high school, church, and local health facilities of the community. We also contributed to the building of a library and  \nparticipated in the cultural events of our Kenyan hosts. Following these experiences we applied and expanded the transformational learning process of critical reflection by using arts-based activities to assist the pre-service teachers in addressing some of the disorienting dilemmas they encountered (Merriam, 2004; Mezirow, 1991, 2000). For our preservice teachers these included pedagogical, social, and cultural situations that created cognitive and emotional dissonance.  \nTransformational Learning Theory  \nTransformational learning theory is an adult learning theory based on the fundamental principles that  \nadults make meaning and learn from personal experiences (Mezirow, 1991) . In transformational learning, life experiences are filtered through one’s values, beliefs, and assumptions, mediated and made sense of (Mezirow, 1991) . Mezirow (1996) further explains the transformation process as a perspective transformation – a paradigm shift.  \nMezirow (2000) developed a multi-phase process of transformational learning. The first step in the process is experiencing a “disorienting dilemma” that prompts one to engage in the second stage of “self examination” due to “feelings of fear, anger, guilt, or shame” (p. 22) . In our situation, the dilemmas or issues we had difficulty understanding, one of which is described later in this essay, often led to an initial state of confusion. The step that follows is “critical assessment” of one’s assumptions. Kreber (2004) concurs with Mezirow that critical reflection is key to transformational learning. Using Mezirow’s categories (content, process, premise) for levels of reflection, Kreber concludes that teacher educators must begin with premise reflection that involves critically “questioning our presuppositions underlying our knowledge” (p. 31). The notion of providing pre-service teachers with the opportunity to reflect critically is supported by Merriam (2004) who stated,“mature cognitive development is foundational to engaging in critical reflection and rational discourse necessary for transformative learning”(p. 65) .  \nDuring the Kenyan practicum we provided opportunities for the pre-service teachers to experience the traditional forms of reflection such as journaling and peer dialogue. To further foster their learning toward greater critical understanding we also invited the pre-service teachers to question their own assumptions using","cbCaihp19zNzDkVb","https://ap.wps.com/l/cbCaihp19zNzDkVb","pdf",746144,"English","# Introduction\n# Transformational Learning Theory\n# Arts-Based Activities for Critical Reflection","[{\"question\":\"How were arts-based activities used to support transformative learning during the practicum?\",\"answer\":\"Facilitators invited pre-service teachers to engage in creative, arts-based formats so they could question assumptions and deepen critical reflection beyond traditional journaling and peer dialogue.\"},{\"question\":\"What role does transformational learning theory play in the essay?\",\"answer\":\"The essay explains transformative learning as a perspective transformation triggered by a disorienting dilemma, followed by self-examination and critical assessment of assumptions, supported by key scholars’ views.\"},{\"question\":\"Why were traditional reflection methods not sufficient for all participants?\",\"answer\":\"The essay notes that some pre-service teachers did not prefer journaling, and journal-based recording may not have ensured critical thinking; therefore, alternative arts-based expressions were developed to enable full participation.\"}]","Using Arts-Based Activities to Foster Transformative Learning During a Teaching Practicum in Kenya | PDF",1792087369,13]