Teachers’ capability to deliver transformational learning in classroom practice

Professor, Dr.habil.paed Irina Maslo irina.maslo@lu.lv

https://orcid.org/0000-0001-6880-859X 

Teachers’ agency and autonomy should be fostered not only through continuing professional development but also already in initial teacher education—especially in countries where curriculum reforms aim to move from subject skills to human-values education. New teachers need support in developing creativity, embracing diversity, and integrating the capability to advance transformational learning. They also require opportunities not only for practical experiences but also for imagining and shaping future professional identities. Teacher identity should perceive as an intrinsic source of motivation, courage, and strength that empowers teachers to regard the curriculum as flexible and adaptable, thereby aligning it with their professional commitment to foster pupils’ human growth. The research should explore effective strategies for preparing teachers to facilitate pupils’ personal transformation and define implications for teacher education policy and practice, providing a foundation for future investigations.