Muhammad Azhar, Muhammad Munir Kayani


Transformation learning theory explains transformative learning and the mechanism of its occurrence. The objectives of the study were to evaluate the professional development of novice teachers in the area of classroom practices, teaching methodology and lesson planning in the context of transformative learning and to explore transformative learning among novice teachers manifesting in classrooms with respect to their designations and academic qualifications. The study used quantitative survey research design. A number of 78092 teachers who were recruited in three years across Punjab, Pakistan (2010, 2011 and 2012) were selected as target population of the study. Out of them, 1036 novice teachers were randomly selected as a sample of the study. A questionnaire was used for the collection of data. The data were analysed by one-way ANOVA and independent Post Hoc Tukey test. It was found that a change occurred in classroom practices of novice teachers. Our study has shown that there were differences among novice teachers with respect to the designation and qualification of novice teachers in the area of classroom practices. The study recommended for school education department to introduce latest classroom practices to other tiers of teachers and to develop an implementation strategy for professional development programmes.


novice teachers; teacher training; lesson planning skills; classroom observation

Full Text:



Barlas, C. (2001). Learning-within-Relationship as Context and Process in Adult Education : Impact on Transformative Learning and Social Change Agency. Adult Education Research Conference 2001 Proceeding, 2. Retrieved 22 August, 2017 from

Brock, B. L., & Grady, M. L. (2006). Developing a teacher induction plan : a guide for school leaders. Thousand Oaks, CA: Corwin Press.

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Consuegra, E., Engels, N., & Struyven, K. (2014). Beginning teachers’ experience of the workplace learning environment in alternative teacher certification programs: A mixed methods approach. Teaching and Teacher Education, 42, 79–88.

Cowley, S. (2013). How to survive your first year in teaching. Edinburgh: Continuum.

Gao, S., & Wang, J. (2014). Teaching transformation under centralized curriculum and teacher learning community: Two Chinese chemistry teachers’ experiences in developing inquiry-based instruction. Teaching and Teacher Education, 44, 1–11.

Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research : competencies for analysis and applications. New York: Pearson.

Gibbs, G., & Coffey, M. (2004). The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students. Active Learning in Higher Education, 5(1), 87–100.

Glisczinski, D. J. (2007). Transformative Higher Education. Journal of Transformative Education, 5(4), 317–328.

Gravett, S. (2004). Action research and transformative learning in teaching environment. Educational Action Research, 12 (August), 259–272.

Griswold, W. (2007). Transformative learning in a post-totalitarian context: professional development among school teachers in rural Siberia. Kansas State University. Retrieved 22 August, 2017 from

Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7–8), 798–812.

Hsiao, H.-C., & Chang, J.-C. (2011). The role of organizational learning in transformational leadership and organizational innovation. Asia Pacific Education Review, 12(4), 621–631.

King, K. P. (2002). Keeping pace with technology : educational technology that transforms. Hangzhou: Hampton Press.

Kokkos, A. (2010). Transformative Learning Through Aesthetic Experience. Journal of Transformative Education, 8(3), 155–177.

McQuiggan, C. (2006). Teaching with New Eyes: Transformative Faculty Professional Development for Online Teaching. Adulterc.Org, 226–232. Retrieved 22 August, 2017 from

Mezirow, J. (2000a). Learning as transformation : critical perspectives on a theory in progress. Washington, D.C: Jossey-Bass.

Mezirow, J. (2000b). Learning to think like an adult core concepts of transformation theroy. San Francisco.

Moulding, L. R., Stewart, P. W., & Dunmeyer, M. L. (2014). Pre-service teachers’ sense of efficacy: Relationship to academic ability, student teaching placement characteristics, and mentor support. Teaching and Teacher Education, 41, 60–66.

Patricia Galien., W. L. B. (2010). Using Blogs in ESL/EFL Teaching and Teacher-Training. Asian EFL Journal. Professional Teaching Articles, 42, 4–23.

Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2008). A follow-up study of the effect of pedagogical training on teaching in higher education. Higher Education, 56(1), 29–43.

Rao, D. B. (2011). Encyclopaedia of education for all (3 vols. set). New Dehli, India: Discovery Publishing Pvt.

Silberman, M. L., & Auerbach, C. (2006). Active training : a handbook of techniques, designs, case examples, and tips. San Francisco: Pfeiffer.

Silverman, M. (2004). Community learning in environmental NGO projects in Vietnam: A comparative study. University of Southern California. Retrieved 22 August, 2017 from

Stephen Kemmis, Hannu L.T. Heikkinen, Goran Fransson Jessica Aspfors, C. E.-G. (2014). Mentoring of new teachers as a contested practice: Supervision support and collaborative self development. Teaching and Teacher Education, 43, 154–164.

Taylor, E. W. P. C. (2012). A Content Analysis of Transformative Learning Theory, 333–339. Livermore: California.

UNICEF. (2008). Child Friendly School in Punjab Pakistan. Retrieved 22 August, 2017 from on.

Copyright (c) 2017 Muhammad Azhar, Muhammad Munir Kayani

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)