| The purpose of this qualitative research study was to explore retrospectively the fast-year learning experiences of 10 teachers through the lens of Mezirow's transformative learning theory. The literature review critically analyzed research on new teachers, adult learning, and transformative learning theory. The tenets of Mezirow's theory as well as the common themes found in the new teacher literature framed the methodology.;Data collected through semi-structured interviews, demographic surveys, overview timelines, concept maps, critical incidents, and developmental dilemmas were analyzed for individual participants and across the sample to note the extent to which experiences were connected to transformative learning theory. Findings of both informative and transformative learning experiences were presented in individual case portraits. Eight of the 10 participants experienced transformative learning.;Findings from the study indicated each participant experienced the first year uniquely. For those who experienced transformative learning, alignment of the nine phases of the theory varied for the different experiences, leading to the distinction between "Big T" and "little t" transformations. The unique nature of the trigger event surfaced as a finding, as well as the unpredictability of when in the first year a disorienting dilemma would lead a learner through the steps of transformation. Participants indicated their strongest supports during their first-year were their colleagues, and the most frequently mentioned hindrance was "none." One emerged finding supported "the mysterious component of transformation," the aspect of the theory beyond what human knowing and traditional research can explain.;Four learning themes were interpreted from the findings and were connected to implications for practice. First, new teachers learn in context, and it is important to consider the milieu when supporting them. Second, new teachers learn in community, and camaraderie among new teachers should be purposefully cultivated. Third, new teachers learn from experience when teaching, and providing literal and figurative spaces supports them in processing these experiences. Fourth, catalysts to new teachers' learning occur at different times and may or may not lead to transformative learning. Being mindful of the moment when a potential trigger occurs may provide beneficial support to new teachers at the key juncture in their learning. |
