PREPARING STUDENTS FOR THE ROLES OF THE TEACHER IN THE CONTEXT OF TRANSFORMATIVE LEARNING

Abstract

The paper analyzes university students’ preparation for performing teacher roles at school. It discusses data from a study conducted among university students of pedagogical programs at universities in Bulgaria and Portugal. The conceptual framework of the study is Mezirow’s transformative learning theory. It is based on the understanding that university students, similarly to adult learners, transform their referential frames through critical reflection on the hypotheses underpinning their interpretations, beliefs, and points of view. Research data reveal some of the components within the frames of reference that students use to perceive the teaching profession. The study outlines the benefits of implementing educational drama methods in future teachers’ education for the development of critical thinking and change of attitudes to the profession.