Paper Contents
Abstract
AbstractCritical reflection is a key topic in higher education. That is to say, gaining knowledge through mentoring can students have an equal impact on students transformative learning with the help of skills necessary for the profession. The study which used Mezirows Transformative Learning Theory in design and implementation was supported by Adult Learning Theory, Experiential Learning Theory, Critical Reflection Theory that is, structured reflection process helps enhance reflective ability influence learning outcomes. Through the use of a quantitative design which involved several statistical analyses, a contribution involving critical reflection was found to make a meaningful contribution to the improvement of self-awareness effectiveness in pedagogy as well as an openness to new perspectives. Critical reflection, pedagogical practices strongly predicted transformative learning, the findings also revealed. Participants show enhanced problem-solving skills and adaptability. They also apply their learning to real-life professional contexts. These outcomes confirm that critical reflection engages with flexibility, and promotes ongoing learning. The study suggests that there should be institutionalization of reflection in educational training and development to foster meaningful and lasting learning changes. Keywords. Transformative learning and teacher development for professional growth through critical reflection and quantitative analysis of reflective practice.
Copyright
Copyright © 2025 Aimee I Del Socorro. This is an open access article distributed under the Creative Commons Attribution License.
