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Transformative learning is a process by which uncritically assimilated frames of reference are questioned and revised to make them more open, permeable, and better justified. In this article, transformative learning is set within the larger context of adult education and, briefly, within the history of the field. Critical self-reflection and discourse are central to Mezirow's rational approach to transformative learning. Critiques of Mezirow's work have led to the expansion of the theory to include alternative perspectives: connected knowing, social change, group and organizational transformation, extrarational transformation, and an ecological view. The article concludes with a discussion of teaching for transformation: empowering students, fostering critical self-reflection and self-knowledge, and supporting learners.

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Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions, often emphasize the importance of the use of technology in the workplace. It is the case that without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners’ Seeking Transformation via Web 2.0 Technologies, has emerged.

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[Continuing professional education] CPE for teachers and university and college faculty members is the focus of this chapter. The author examines power and knowledge forms, encouraging CPE that extends beyond technical and instrumental knowledge. The author explores online learning as CPE and strategies that foster emancipatory and communicative learning in professional practice.

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The authors work with 22 educators from a variety of disciplines during a 3-year time span to understand what authentic teaching means and to explore how authenticity is manifested in practice. Using a grounded theory approach, the authors interview participants twice per year, observe their classes, and hold focus groups at the end of the project. Data interpretation reveals five dimensions of authenticity: self-awareness, awareness of others, relationships with learners, awareness of context, and a critically reflective approach to practice. Following grounded theory guidelines, the authors develop a model that incorporates the categories generated from the data and generate tentative hypotheses about practice.

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