Personal and professional transformative learning : Lived experiences of studying scripture in Israel

This study employed a hermeneutic phenomenological theoretical perspective and methodology to explore the outcomes of a Scripture-focussed professional learning program in Israel; the Sion Scholarship Program (SSP). Since its introduction in 2005, four Australian primary school teachers from the Catholic Diocese of Sale were selected and funded annually to participate in the SSP. This study explores participants’ personal and professional response to the SSP, and provides a more substantive research-base to consider whether it is a means for transformative learning.

Three themes were developed from a review of literature: Professional Learning, Professional Learning in Context, and Adult Transformative Learning. Mezirow’s (1981; 1990; 1997; 2009) theory of transformative learning informed the design of this study. Three main methods of data collection provide a robust corroboration of evidence: questionnaires, semi -structured interviews (focus groups and individuals), and a participant’s reflective journal. Researcher notes provided further corroboration. Fifteen questionnaire responses were received and fifteen participants from a range of SSP annual programs (2005-2015), were interviewed, ensuring a cross section of responses from different iterations of the program. Reflexive thematic analysis was used to identify themes. Analysis also included a crafted story; a reflective approach enabling participants’ meaning to become clearer through rich descriptions.

Results showed that the SSP enabled personal and professional transformation due to immersion in Israel, the dedicated time for study and reflection, and the sense of belonging to a like-minded learning community. Personal faith was transformed and their experience, according to participants, enhanced their teaching of Scripture. Experiencing life in Israel led to a heightened awareness of the need for interreligious dialogue and respect for others. Results also revealed a lack of coordinated opportunity to maximise post-learning potential for participants and other non-program school members. This has implications for the design, implementation and follow-up for the SSP specifically, and for other immersion-forms of teacher professional learning more broadly.