Transformative Learning Perspective Transformations
17 children. The program then was called as Pengajaran Code. From the program the
researcher, as a tutor as well, underwent some fundamental perspective transformations. These transformations led the researcher to believe that the
perspective transformations were also undergone by the other tutors. However, the researcher also believes that areas of the transformations can be in the same or
different areas. Hence, the belief was not intended to intervene and generalize the researc
hes’ perspective transformations to other tutors. The belief also led the researcher to investigate the perspective transformations undergone by some
research participants as tutors in the program. Moreover, some other studies be
fore also showed that such program could transform the tutors’ perspectives and attitudes in some different areas.
By joining a service-learing program as tutors Malone, Jones and Stallings 2002, p. 79 explain that
“participants appeared to develop new perspectives and attitudes in areas such as identity and personal development, teaching and
learning, and service and responsibility to the community ”. They add that some
other research in service-learning show fairly consistent and suggest that “prospective teachers who engage in servicing-learning as a part of their teacher
education program develop skills and attitudes which can be beneficial to them as teachers” p. 62, such as in: sensitivity to diversity, increased self-esteem,
strengthened communication skills, improved problem solving and critical thinking, stronger commitment to teaching a profession, deeper engagement in
critical reflection, substantive changes in attitudes, beliefs and perceptions, strengthened caring skills, moral and ethical rea
soning, enhanced “moral
18 knowledge” and orientation toward care, and an understanding of intelligence as a
multiple and dynamic concept.