000			01970naaaa2200265uu 4500
001			https://directory.doabooks.org/handle/20.500.12854/63357
005			20220220105231.0
020			_a978-88-5518-155-6.11
024	7		_a10.36253/978-88-5518-155-6.11 _cdoi
042			_adc
100	1		_aTajudeen Akinsooto _4auth
700	1		_aConcetta Tino _4auth
700	1		_aMonica Fedeli _4auth
245	1	0	_aFostering Critical Reflection in The Frame of Transformative Learning in Adult Education: Italian and Nigerian Comparative Case Studies
260			_bFirenze University Press _c2020
506	0		_aOpen Access _2star _fUnrestricted online access
520			_aCritical reflection (CR) is an important process for making decisions on complex issues that influence individuals and societal life. The ability to inform our perceptions and thoughts through the results of critical reflection on our assumptions is fundamentally important in order to face the challenges connected to adult life (Kreber, 2012). Under the perspective of transformative learning (Mezirow & Associates, 2000), the paper discusses the similarities and differences between the ways in which the Italian and Nigerian higher education systems support students’ critical reflection. The results show how the two systems are on the right track to implementing the process at the micro and meso levels.
540			_aCreative Commons _fhttps://creativecommons.org/licenses/by/4.0/ _2cc _4https://creativecommons.org/licenses/by/4.0/
653			_atransformative learning
653			_acomparative studies
653			_aCritical reflection
773	1	0	_0OAPEN Library ID: 50920 _tInternational and Comparative Studies in Adult and Continuing Education _7nnaa
856	4	0	_awww.oapen.org _uhttps://www.fupress.com/redir.ashx?RetUrl=14717.pdf _70 _zDOAB: download the publication
856	4	0	_awww.oapen.org _uhttps://directory.doabooks.org/handle/20.500.12854/63357 _70 _zDOAB: description of the publication
999			_c82427 _d82427