Transformative learning theory through the incorporation of edublogs: The experiences of prospective teachers

Abstract

This article investigates the effects of teacher education, conducted through transformative learning theory, on prospective teachers' professional beliefs. This study is also aimed at identifying the transformations in their perspectives regarding the teaching profession. The participant prospective teachers took part in various projects using transformative pedagogy supported by Edublogs. The courses were implemented in both face-to-face activities in classroom settings and the Edublogs environment as a form of blended learning. A blended method was preferred, in which 38 prospective teachers participated. The findings obtained after the 12-week application indicated that transformative activities had a positive effect on the prospective teachers' professional beliefs. Consequently, a positive transformation in their professional perspectives was observed.