Exploring Transformative Learning among K-12 Teachers during the COVID-19 Pandemic

Abstract: The COVID-19 crisis brought several challenges to K-12 teachers. They had to learn how to use online teaching platforms and other digital tools that they had not previously used. The purpose of this paper is to explore the experience of K-12 teachers using transformative learning to survive the COVID-19 crisis. We used the following research question to guide our study: how do K-12 teachers practise transformative learning as a continuing professional learning approach for coping with Covid-19 crisis? The transformative learning (TL) theory was used as the theoretical framework in our study. We conducted a qualitative study to explore the experience of K-12 teachers as professionals using transformative learning to survive the COVID-19 crisis. We conducted 30 qualitative, in-depth, semi-structured, one-on-one interviews with K-12 educators in the U.S. to synthesize their experiences. Based on the teachers’ interviews, we found that the K-12 teachers have their own learning strategies and take it as a transformative practice for coping with the Covid-19 crisis. The research findings provide five elements of teachers’ transformative learning, including 1). Disorientation Dilemma; 2). Self-Examination and Self Reflection, 3). Exploring New Ways; 4). Developing Competence; and 5) Reintegrating into the New Role. An implication is provided to inform scholars and practitioners in human resource development, adult education, and teacher education in terms of how-to best support K-12 teachers’ professional development during the crisis such as the Covid-19 pandemic.