In the past, the idea of ‘learning after the completion of formal education’ was not an essential element of professional growth. Currently, non-formal and informal learning, as part of lifelong knowledge acquisition and development, are acknowledged as crucial for the constant progress of professionals to deal with the ever-growing challenges of the world of work. This paper uses an exploratory design methodology to elaborate on how lifelong learning as a methodology and strategy for professional development can be achieved through formal and informal learning on the basis of and guided by the transformative learning theory. By examining the historical context, themes, components, and critical review of Mezirow’s transformative learning theory, the relevance, effectiveness and applicability of transformative learning methodology is deduced for the teaching profession.
This paper is part of a project that has received funding from the European Union’s Horizon 2020 research and innovation program under the Marie-Sklodowska-Curie grant agreement number 676452.
Deisi C. Yunga, EDiTE Programme, Adult Education Institute, Eötvös Loránd University, Budapest–Hungary (firstname.lastname@example.org).