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In Search of a Teaching Praxis that Transforms Open Access


Other title
transformative teaching praxis, transformative teaching and learning, meaningful learning experiences, transformative experiences, life-altering educational experiences, transformation without contrivance, self-reflection; social context of education; teacher education, class warfare, values-based teaching and learning
Type of item
Degree grantor
University of Alberta
Author or creator
Berezan, David H K
Supervisor and department
Dr. Marg Iveson, Senior Professor, Department of Secondary Education, U of A
Examining committee member and department
Dr. Jackie Seidel (External Examiner), Assistant Professor, Department of Education, U of C
Dr. Ingrid Johnston (Chair), Associate Vice-President (Research) and Professor, Department of Secondary Education, U of A
Dr. Marg Iveson, Senior Professor, Department of Secondary Education, U of A
Dr. Bonnie Watt, Associate Professor, Department of Secondary Education, U of A
Dr. Lynne Wiltse, Associate Professor, Department of Elementary Education, U of A
Department of Secondary Education

Date accepted
Graduation date
Doctor of Philosophy
Degree level
Transformative learning experiences are what many of my students and the participants in this research study have told me are their most meaningful educational experiences. Their transformations were life-altering and have continued to affect them long into their adult lives. I have drawn and interconnected fundamental concepts from two methodological approaches, Narrative Inquiry and Transformative Learning Theory, into a hybrid methodology designed to study what fosters the transformative self- and life-altering experiences within the fusion and synergy of teacher, students and subject matter in teaching and learning. The participants were English Language Arts Majors completing their final year of four-year teacher education or a two-year after degree program. Though in a similar pre-service training program, the participants were diverse in background, life experiences, age, and country of origin. The data collection sessions spanned ninth months and over 600 pages of transcript were collected. Through the data analysis, the consequent findings call for humanizing school experiences through teaching praxes that are foundationally focused on the deeply personal and transformative teaching and learning relationships of teachers and students.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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