Transformative Learning in a Faculty Professional Development Context

This article considers transformative learning within the context of the Partnership Program, an instructional development initiative of the Academic Technologies for Learning unit at the University of Alberta. This initiative focused on introducing fac-ulty to technology-enhanced teaching and learning strategies and tools, developing educational resources through a collaborative instructional development process, pro-moting faculty use of educational technologies within the university, and supporting faculty to change their teaching practice through participation in an instructional de-velopment project. One question asked in this study was: Does the involvement of fac-ulty members in an instructional development project facilitate a transformation in their teaching philosophy and practice? This article focuses on three themes that emerged from the study—alignment/misalignment of expectations with experience, change in attitudes toward technology-enhanced instruction, and change in pedagog-ical style—and how they may relate to the presence or lack of transformative learning experiences for faculty participating in instructional development projects