Teaching undergraduate sociology: the effects of transformational teaching practices on student learning experiences in an English further education college

The aim of the research was to explore the effect of teaching sociology through transformational pedagogical practices on the student learning experiences in an English FE College as well as the experience of teachers making use of transformation teaching practices. The research project was grounded in literature on the critical theory of teaching and learning (Freire 1996, hooks 1994, Allman 2010, Amsler 2014, Canaan, 2010, McLaren 2006, Neary 2012, Roggero 2011). A key feature of transformational teaching practice and the social theory that underpins it is the emphasis on the power of human agency and the ability of individuals to transform their own historical and material conditions. The qualitative research methods used reflect the power of human subjectivity and included narrative life stories and semi-structured interviews. Twenty seven participants took part in the research consisting of 15 current, and 5 former Sociology Undergraduates and 7 teachers on the programme, including myself. This work was done at the HE Institution where I work as a lecturer. The research was written in an innovative, humanised style in order to reflect the on-going and developmental praxis associated with critical and transformational teaching practices.