Abstract
Two collaborative writing partners sought to deepen their understanding of transformative learning by conducting several spirals of grounded theory research on their own collaborative relationship. Drawing from adult education, business, and social science literature and including descriptive analysis of their records of activity and interaction throughout a writing project, this article exhibits a comprehensive model of collaboration that integrates both transformative learning and dynamic/complex adaptive systems perspectives.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 324-340 |
| Number of pages | 17 |
| Journal | Adult Education Quarterly |
| Volume | 61 |
| Issue number | 4 |
| DOIs | |
| State | Published - Nov 2011 |
All Science Journal Classification (ASJC) codes
- Education
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