Although different transformative learning theories have been described in the literature, a detailed integrative theory is yet to emerge. I argue that unduly intellectualist assumptions regarding cognition have hampered current understandings and have obscured transformative learning's cognitive and metacognitive essence. Firstly, Mezirow's…

This paper explores ways in which student-teachers in the Lifelong Learning sector are able to draw on fictionalised accounts of their own teaching practice experiences in order to gain a clearer understanding of their models and expectations of professionalism, and of how they, as individuals, locate their current position within the profession…