Hi Alessandra,

TL can be conceived as a contructivist approach, an orientation which holds that the way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning” (Mezirow, 1991). The theory has two basic kinds of learning: instrumental and communicative learning. Instrumental learning focuses on learning through task-oriented problem solving and determination of cause and effect relationships. Communicative learning involves how individuals communicate their feelings, needs and desires.

Cranton, P. (1997). Transformative Learning in Action: Insights from Practice. San Francisco , CA: Jossey-Bass.

Cragg, C.E., Plotnikoff, R.C., Hugo, K. & Casey, A. (2001) Perspective transformation in RN-to-BSN distance education. Journal of Nursing Education, 40(7).

King, K.P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39(3), p283-297

Taylor, E. W. (Mar 2007). An update of transformative learning theory: a critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26 (2), 173-191.

Hope it helps,

Laura

https://www.usm.maine.edu/olli/national/postConference/2012_confWorkshops/workshopMaterials/Jon%20Neidy/The%20Evolution%20of%20John%20Mezirow's%20Transformative%20Learning%20Theory.pdf

http://jtd.sagepub.com

Hello Alesandra - Explain a bit more the context of your question.  How are you going to use the criteria?  Designing research?  Framing lit reviews? 

In my opinion, it will transform your students if allows them the desire to do more, to work harder, to investigate further. At home and at school.

For Sabra: I was wondering myself about how we can assess if a real complete transformative learning happens or not. How can we evaluate if people transformed their meaning perspectives? and if they do, how can we know why they had done this?

Thank you so much for your reply