Transformative Learning Theory and in particular Mezirow’s 10 phases of perspective change is a very specific theory and putting it into a particular context has its difficulties. While participants reported they experienced change, it was challenging at times to identify exactly how the changed experienced fitted in with the 10 phases of transformation. This may be somewhat due to my research experience which is another implication for this study. The interviews provided a lot of data and in analysing it I
76 identified other questions I would have liked to ask to instigate deeper responses. This may have given me clearer indications of where the data fitted with the theory. I do however believe there is a lot of evidence provided from this study which indicates that transformative learning can occur when studying the Diploma of Community Services.
Some limitations exist with the project Methodology. Mezirow’s theory of Transformative Learning is complex and how best to research it within a community service VET context proved challenging. I needed to find past Diploma of Community Services students who felt they had experienced some change by engaging in this learning. I used my contacts to identify potential research participants however a broader representation of participants would have been preferable. I saw some real similarities in experiences which related to the teachers and teaching methods which seemed to influence a person’s experience – but this was not the focus of this small project. Using Mezirow’s 10 phases of perspective change was somewhat restrictive and trying to pose the interview questions and have the interviewees understand the concept was a challenge. I do however believe that the research method used, and the participants interviewed did gather data which contributes to the research of transformative learning in community services programs.
One difficulty I found with this study was the potential for varied information. The Diploma of Community Services is delivered by many providers, it can be delivered differently at each institution, the units can be different according to provider preference, the teacher experience can vary, and teacher competence can make a difference and their capacity or desire to provide support to students can be different. There can also be a real difference in learning environments depending on those enrolled. If a class happens to have a number of students who have deep personal issues, this can greatly affect the community services learning environment.
I also need to identify that my personal experience as a student instigated much personal change which I believe was very transformative. My experience as a teacher has also influenced my views as I have personally seen individuals change dramatically while undertaking a community services program. I have seen many people struggle in this learning environment and often wanted to understand more about why, in order to better support my students. I think it is also important to mention that six of the project participants had been past students of mine, some of which did experience change and others such as Paul who did not. I do believe I have maintained professionalism and fairness in conducting this study.
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