Thesis (Ph. D. (Administration)) -- University of Limpopo, 2016 / The thesis drew from a combination of phenomenology, interactionism and critical theories because South Africa in itself consists of a polity with national dynamics, within the matrices of globality in which connectivity plays a determining role, especially in terms of the capacity to competitively participate in the global knowledge economy. Guided by reading collectively and critically from the economic, physical development, policy analysis, interpretative as well as collaboration planning approaches, among others, and the mono-centric, multilevel and adaptive models of governance, the thesis constructed a conceptual argument that the primate enablers for modernized infrastructure, skills and culture attached to the preconditions for blended pedagogies, are modernized planning and governance. However, the attainment of planning, governance, infrastructure and skills is in itself inadequate to inculcate the culture necessary for the integration of elearning with conventional didactics. This observation is confirmed through international experiences that involve the developed countries that are in the very high and high Human Development Index (HDI) categories such as Australia, Poland and Korea as well as Thailand, Brazil and Algeria, respectively, where the presence of planning, governance, infrastructure and skills has not automatically precipitated a culture required for blended pedagogies. This evidence does not seek to underplay the significance of planning, governance, infrastructure and skills in the integration of e-learning with conventional didactics, but the thesis has established that the existence of modernized planning, governance, infrastructure and skills are a necessary, rather than a sufficient, condition. From the literature review, the thesis deduces that e-culture is a virtually sufficient condition for the establishment of blended pedagogies. Hence, variables such as GDP per Capita, Gross Fixed Capital Formation, Average Annual Growth of General Government Final Consumption Expenditure, Research and Development Expenditure and Public Expenditure on Education, that demonstrate the level of human development of a country, do not necessarily reflect capacity to enable the establishment of blended pedagogies. Such conditions do not always coexist with pre-eminence of communication using Internet and/or Mobile Phones, characteristic of the “Net Generation Culture”. The vi latter, as a specific form of e-culture, is heavily dependent on infrastructure and skills which are, among others things, reflected in Gross Fixed Capital Formation, Employment to Population Ratio, Labour Force Participation Rate, Labour Force with Tertiary Education, Total Electrification Rate as well as Employment to Population Ratio. The observation made above is corroborated by the experiences of developing countries such as Vietnam, Zambia and Kenya, which are in the medium and low HDI categories, wherein the absence of appropriate and adequate infrastructure, skills and e-culture together with planning and governance imperil the evolution of the national culture into that of the “Net Natives”. From an empirical perspective, consistent with the hybridization of philosophy, the thesis conveniently selected a target population that consisted of a total of 15 countries, wherein 14 of these observations provide a backdrop against which South Africa’s relative readiness and appropriateness of planning, governance, infrastructure, culture and skills for blended pedagogies are determined. A combination of purposive and quota sampling procedures was adopted to select the 15 countries across the four HDI categories. The 15 countries are classified in terms of the 2015 United Nations Development Programme HDI conceptions, which produced four levels of “very high”, “high”, “medium” and “low”. A total of 28 variables were selected for Principal Component Analysis (PCA). The thesis used secondary data sources for textual and empirical data, where the latter was largely drawn from the United Nations Development Programme Reports. The textual data were analysed qualitatively through thorough descriptions, classification and drawing of connections, the statistical data were organized into a 15 (observations) by 28 (variables) raw data matrix and analysed through the PCA. Verbal tools were used to provide thick descriptions of contexts regarding historical, social, demographic and economic backgrounds in order to situate the motive underlying the planning and governance of blending e-learning pedagogies with conventional didactics in South Africa. From a quantitative perspective, PCA was used for statistical modelling that standardized the data and produced a variety of useful statistical summaries such as Principal Components, Eigenvalues, Communalities, Correlation Matrix, Component Loadings, Component Scores and Scattergrams. vii Given that the raw data consisted of 15 observations by 28 variables, a 28 by 28 variables correlation matrix was generated. Of the 378 correlations that the thesis discovered, 183 are direct and 195 are indirect. However, 276 of the 378 relationships are negligible; only 102 correlations were strong and significant enough to deserve closer examination. Principal Component Analysis extracted a total of 15 Principal Components; and, the first seven according to the thesis, accounted for the cumulative percentage of 92% in the interrelationships. Furthermore, it is evident that Principal Component 1 consists of the characteristics of Modernized, Planning, Governance, Infrastructure, Skills and Culture, which are diametrically different from the Frustrated Development, Unsustainable State Intervention and Societal Inequalities, Limiting e-infrastructure, e-skills Constraint, Muted Development Potential and the Non-existent e-culture that are associated with the rest. Given the significance and strength of the eigenvalue and component loadings on Principal Component (PC) 1, it should signify the presence of enabling environments for e-infrastructure, e-governance, e-culture and e-skills consistent with modernized planning and governance of blended pedagogies. Therefore, a country that scores negatively on PC 1 and positively on PC 2 would represent a society that is far less prepared for blended pedagogies where an unrelenting state investment for e-infrastructure, e-governance, eskills and e-culture would translate into a replacement behaviour rather than integration of conventional didactics with digital technologies. This infers that the status of governance, infrastructure, skills and culture would remain less optimal for the adoption of blended pedagogies. For such countries, investing heavily in blended pedagogies without first creating the requisite conditions for engagement in the global knowledge economy would imply that they would have sought to exploit non-existent capacity in governance, infrastructure, skills and culture. South Africa's component score on PC 1 is -0.58, which would in terms of the analysis mean that this country lacks the character of modernized planning, governance, infrastructure, skills and culture that are necessary for engendering blended pedagogies. Countries such as Norway, Australia, Poland, Korea, Thailand, Vietnam and Sri Lanka that have variably trotted the blended pedagogies score positively on PC 1. Besides, viii some of these countries have not been successful in blended pedagogies, notwithstanding their apparent enabling environments. Conversely, South Africa's component score on PC 2 is extraordinarily higher than all of the 14 countries; and, it is 2.15 points higher than the nearest score. It is important to recognize that South Africa's score on PC 2 is an extreme case and a virtual outlier that has no connection to the rest of the fourteen countries, especially those in the Medium and Low HDI. Overall, South Africa's component scores highlight the relative dearth of appropriate planning, governance, infrastructure, skills and culture, that are necessary for the adoption of blended pedagogies. Whereas the thesis finds that there is no direct correlation between the level of human development and adoption of blended pedagogies, the latter appears to be a result of convoluted processes that involve the creation of enablers for e-culture largely through planning, governance, infrastructure, skills and culture. These qualities are embedded with societal equality, equity of access to services, capital formation, employment, education as well as Internet infrastructure. The thesis therefore, concludes that South Africa's potential for human development is derailed through endless planning that has become an end in itself. Planning for its own sake, which defines South Africa's democratic history, means that modernized governance, skills and e-culture that are necessary for blended pedagogies have remained substandard. The thesis establishes that South Africa’s national as well as Information and Communication Technology (ICT) planning demonstrates ambition and interest, which is however pursued in the absence of effective governance of implementation and adoption of appropriate educational technologies. Evidently, South Africa is yet to attain modernized planning, governance, skills and culture appropriate for the implementation of blended pedagogies, notwithstanding the infrastructure provided in some of the schools for teaching and learning. Instead, South Africa’s pedagogic digital transformation is characterized by replacement of conventional didactics with e-learning rather than integration for blended pedagogies. Therefore, this evidence suggests that, although South Africa’s educational ICT infrastructure seems to be relatively modernized, the absence of appropriate and adequate planning, governance, skills and e-culture impairs the successful implementation of blended learning. The thesis, therefore, recommends ix that adoption of blended pedagogies should be supported through the creation of eculture in households, underwritten by modernized planning, governance, infrastructure and skills for competitive participation in the global knowledge economy.

The master's thesis focuses on the role of the European Commission in the adoption of the Public Service Law (zákon č. 234/2014 Sb., o státní službě) in the Czech Republic. Its goal is to identify particular European Commission's tools of influence and their utilisation in the analysed case. The case study puts stress not only on hard methods (such as ex ante conditionality), but also on soft forms of influence (e.g. socialisation or persuasion). The Commission's tools were sorted according to Frank Schimmelfennig and Ulrich Sedelmeier's typology: 1) External-Incentive-Model; 2) Social-Learning- Model and 3) Lesson-Drawing-Model. The thesis combines two methodological approaches - process tracing and discursive analysis of relevant Czech actors. Data were collected using semi-structured interviews and publically accessible documents.

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Ledarskap är ett väl studerat område som många forskare tagit sig an. Bergengren (2003) menar att ledarskap är en process som syftar till att en ledare ska påverka andra att nå ett gemensamt mål. Det finns inga givna riktlinjer för hur en ledare bör vara för att ses som lyckad, studier som gjorts har dock fokuserat på olika egenskaper en ledare bör besitta för att ha de bästa förutsättningarna att leda ett team till framgång. Så kallat personligt ledarskap har fått allt större plats inom ledarskapsteorier och handlar om att ledare utövar ledarskap på olika sätt beroende på vilka egenskaper de besitter. Berglund och Sewerin (2019) menar att en ledares uppgift handlar om att leda en grupp människor, att samarbeta och tillsammans utföra en tilldelad uppgift. Det handlar också om att specifika ledaregenskaper bidrar till inflytande som används för att påverka andra att uppnå produktivitet för att i sin tur nå ett specifikt mål. Med andra ord så har tidigare studier fokuserat på att kunna identifiera dessa ledaregenskaper genom att studera människor och på så sätt skapa en möjlighet att rekrytera de personer som har de så kallat rätta egenskaperna och de rätta förutsättningarna för att leda team i organisationer och företag. Traditionella ledarskapsteorier handlar också om hur viktiga ledarens egenskaper är för att främja en god tillväxt och ökad produktivitet inom företag. Det talas då om vikten av att en ledare anpassar sitt ledarskap för att engagera medarbetarna till att utföra ett bra arbete. (Berglund & Sewerin, 2019) Få ledarskapsteorier handlar om vikten av att få medarbetare till att driva sitt eget engagemang, att motivera sig själva och att skapa en egen drivkraft. Resultatet i denna studie påvisar vikten av att medarbetare driver sitt egna engagemang med ledarens stöd och stöttning. Respondenterna i studien påvisar att det är ledarens ansvar att skapa en god kultur och en god relation kollegor emellan genom tydlig kommunikation, att motivation och engagemang då kommer av sig självt. De egenskaper som förväntas av ledare behöver nödvändigtvis inte alltid vara desamma eller ens listas, det viktiga enligt respondenterna är tydlighet, kommunikation och förmågan att bygga relationer. Studien visar att det finns en önskan om att ledarskapet ska handla om att bygga relationer och att drivet och motivationen måste komma från medarbetaren. Medan tidigare ledarskapsteorier snarare handlar om att ledaren ska skapa motivation hos sin medarbetare. Utifrån respondenternas svar kan man utläsa att ingen av studiens tre ledarstilar; situationsanpassat ledarskap, transformativt ledarskap och transaktionellt ledarskap har alla de egenskaper som medarbetarna förväntar sig av en ledare. Slutsatsen som kan dras av studien är att modern ledarskapsteori inte endast bör fokusera på ledarens egenskaper, trots att de fortfarande är viktiga, teorierna bör fokusera mer på medarbetarstil och vilka egenskaper en medarbetare bör ha för att kunna bidra till ökad produktivitet inom en organisation. / Leadership is a well-studied area that many researchers have tackled. Previous research believes that leadership is a process that aims for one leader to influence others to achieve a common goal. There are no guidelines for how a leader should act to be seen as successful, however, previous studies have focused on different qualities that leaders should possess to have the best conditions to lead a team to success. So-called personal leadership has gained an increasing place in leadership theories, the theories focus on leaders exercising leadership in different ways depending on what qualities they possess. (Bergengren, 2003) According to previous studies, a leader's task is about leading a group of people in order to get them to collaborate to perform an assigned task. (Berglund & Sewerin, 2019) The theories is also about specific leadership qualities contributing to influence others to achieve a specific goal. In other words, according to previous studies, they have wanted to be able to identify these leadership qualities by studying people in order to recruit the people who have the so-called right qualities and the right conditions to lead teams in organizations and companies. (Berglund & Sewerin, 2019) Traditional leadership theories are also about how important the leader's qualities are to promote good growth through increased productivity within companies. It´s also about the importance of a leader adapting his leadership to engage employees to do a good job.Few leadership theories talk about the importance of getting employees to drive their own commitment, to motivate themselves and to create their own driving force. The results of this study demonstrate the importance of pursuing one's own commitment with the leader's support. The participants in this study mean that it is the leader's responsibility to create a good culture and a good relationship between colleagues through good communication, also that motivation and commitment then comes naturally as a result. The qualities expected of the leader do not necessarily always have to be the same or even listed, the important thing is clarity, communication and the ability to build relationships. The study shows that there is a desire that leadership should be about building relationships and that motivation must come from the employee. While previous leadership theories talk about the leader’s role in creating motivation rather than the employee’s role in creating his own motivation. Based on the respondents' answers in this study, it can be deduced that none of the three leadership styles; situations-adapted leadership, transformative leadership and transactional leadership compared in this study has all the qualities that the employees expect from a leader. The conclusion that can be drawn from the study is that in modern leadership theory one should not only focus on the leader's qualities, even though they are still important, one should focus more on employee style and what qualities an employee should have to contribute to increased productivity within an organization.

Ledares olika ledarskapsstilar bidrar idag med olika tankar kring hur arbetet skall utföras, samt hur ledaren arbetar med sina medarbetare. Idag finns det flertalet olika typer av ledarskapsstilar, där vissa stilar fokuserar på utveckling av medarbetare, medan andra fokuserar mer på resultat. Dessa olika stilar bidrar på olika sätt till välmående bland medarbetare inom en organisation.Denna studie är begränsad till medarbetare i restaurangbranschen därför att restaurangbranschen lider av en hög personalomsättning, men ligger ändå under snittet när det kommer till arbetsskadeanmälningar. Studien grundar sig i tre ledarskapsstilar, transformativt-, transaktionellt-, och tjänande ledarskap, där de olika ledarskapsstilarna har olika betydelse för medarbetares välmående inom restaurangbranschen. Syftet med studien är att bidra med en ökad kunskap kring vilken betydelse olika ledarskapsstilar kan ha på medarbetares välmående, som i sin tur kan ha en betydelse för den höga personalomsättningen inom restaurangbranschen. Studien har utförts genom att studera de tre olika ledarskapsstilarna, kontroll-, krav-, stödmodellen, samt sedan intervjuer med medarbetare inom restaurangbranschen för att skapa en dialog tillsammans med medarbetarna och på så sätt kunna skapa ytterligare kunskap kring ledarskapsstilars betydelse för medarbetarnas välmående. Studien lyfter fram mängden kontroll, krav och stöd som ledarna ger till sina medarbetare, och vilken betydelse de kan ha för medarbetarnas välmående. Den indikerar även att medarbetare kan påverkas till den grad av mängden kontroll, krav och stöd att om det finns en avsaknad av dessa delar kan det resultera i försämrat välmående där medarbetare väljer att sluta på arbetsplatsen. Studien antyder även att ledarskapsstilar som främjar utveckling av medarbetare, arbete med gemenskap och relationer, samt att en kontinuerlig dialog mellan medarbetare och ledare tenderar att ha en betydelse för välmående hos medarbetarna. / Leaders' different leadership styles today contribute with different ideas about how the work should be performed, and how the leader works with his employees. Today, there are several different types of leadership styles, with some styles focusing on employee development, while others focus more on results. These different styles contribute in different ways to the well-being of employees within an organization. This study is limited to employees in the restaurant industry because the restaurant industry suffers from a high staff turnover, but is still below average when it comes to work injury reports. The study is based on three leadership styles, transformative, transactional, and serving leadership, where the different leadership styles have different meanings for employee well-being in the restaurant industry. The purpose of the study is to contribute with an increased knowledge of the significance of different leadership styles on the well-being of employees, which in turn may have a significance for the high staff turnover in the restaurant industry. The study was conducted by studying the three different leadership styles, the control, requirements, support model, and then through interviews with employees in the restaurant industry to create a dialogue with employees and thus be able to create additional knowledge about leadership styles' impact on employees. prosperous. The study highlights the amount of control, demands and support that managers give to their employees, and what significance they can have for the well-being of employees. It also indicates that employees can be affected to the extent of the amount of control, demands and support that if there is a lack of these parts, it can result in impaired well-being where employees choose to quit the workplace.The study also suggests that leadership styles that promote employee development, work with community and relationships, as well as a continuous dialogue between employees and leaders tend to have an impact on employee well-being.

No description available.

Bakgrund: Begreppet ledarskap har över tid kopplats till starka, karismatiska och beslutsamma egenskaper, vilka ofta karakteriseras som manliga. Genom att ledarskapsrollen historiskt sett tillskrivits män har den traditionella bilden av den ideala ledaren medfört hinder för kvinnor att nå ledarpositioner, men också när det väl besitter en sådan. Problemet undersöks genom följande frågor; Vilka strukturella hinder upplever kvinnor i höga ledarpositioner att det finns? Hur skapas resiliens/motståndskraft hos kvinnor i potentiellt diskriminerande miljöer? Vilka strategier finns det för att tackla hinder och vilka har kvinnor i de högre ledarpositionerna använt sig av? Syfte: Studiens övergripande syfte är att identifiera strukturella hinder för kvinnor i höga ledarpositioner, för att sedan ge förslag på hur de ska tacklas. Syftet med uppsatsen är även att undersöka hur kvinnor skapar motståndskraft i diskriminerande miljöer. Metod: En studie av kvalitativ forskningsmetod, där datainsamlingen utgått från ett strategiskt urval. Den empiriska datan har samlats in genom semistrukturerade intervjuer med kvinnor som besitter en hög ledarposition. Analys: Studien visar att kvinnors ledarskap påminner om en transformativ ledare, med undantag för kvinnor som innehar mer maskulina drag baserade på samhälleliga normer. Vissa kvinnor har svårt att definiera exakta hinder och strategier, vilket kan bero på att diskriminering inte alltid syns. Labyrinten är den metafor som ger den mest exakta skildringen av de hinder som kvinnor kan uppleva. Att bygga motståndskraft tidigt kan ge fördelar senare i livet, men det är inte en avgörande faktor. Slutsats: I studien kan det fastställas att förminskningar och sexistiska kommentarer är vanligt förekommande hinder för kvinnor i höga ledarpositioner. Härskartekniker är även något som uppmärksammats. Det kan också konstateras att både en otrygg och trygg barndom kan skapa olika förutsättningar för skapandet av resiliens. Ett annat konstaterande är att stöttning från ett familjenätverk, främjar arbetsrelaterad motståndskraft hos kvinnor. Vanliga strategier vid diskriminering är att vara tyst och inte göra något i stunden. Informanternas råd gällande diskrimineringar: Våga säg ifrån, eller bolla problemet med en person man har förtroende för.

SCA, Sveriges Cellulosa AB, är Europas största privata skogsägare med flera verksamheter belägna i norra Sverige. Ortvikens pappersbruk är en av SCA:s verksamheter och är ett pappersbruk som tillverkar bestruket och obestruket tryckpapper från mekanisk massa. SCA och Ortvikens Pappersbruk arbetar kontinuerligt för en hållbar utveckling och har, likt all skogsindustri i Sverige, lyckats minskat sin belastning på miljön kraftigt sedan 60-talet. Företagets ledning anser att öka kunskap och medvetenhet hos personalen kan minska fabrikens belastning på miljön. Därför vill Ortvikens pappersbruk erbjuda personalen en hållbarhetsutbildning med miljöfokus för att höja kompetens och engagemang kring miljöfrågor. Detta går i linje med vad FN:s organisation för utbildning, vetenskap och kultur (UNESCO) framhäver, att utbildning som främjar hållbar utveckling krävs för att nå FN:s globala mål för hållbar utveckling. UNESCO har tagit fram mål för lärande för hållbar utveckling (LHU) med syftet att individer ska utveckla kompetenser som anses viktiga för att agera ansvarsfullt ur ett hållbarhetsperspektiv.Arbetets syfte är att utforma ett underlag till en hållbarhetsutbildning med miljöfokus till Ortvikens Pappersbruk. Detta görs genom en undersökning som inkluderar intervjuer och enkäter, som besvarar de didaktiska frågorna för vem, hur och vad. Innan undersökningen genomfördes en förstudie som skapade en bild av fabrikens verksamhet och gav förutsättningar till undersökningen. Eftersom utbildningen riktas till vuxna och har som mål att öka hållbarhetskompetenser har vuxnas lärande och LHU varit en teoretiskt grund till arbetet.I undersökningen framkom det att utbildningen bör vara flexibel och gärna i form av en e-utbildning, men även att personalen lär sig bäst genom diskussion. Personalen har varierande erfarenhet av utbildning, då högsta avslutade utbildningsnivå varierar från grundskola till universitet. Personalen har även varierande förkunskaper när det kommer till hållbarhets- och miljöfrågor. Av den anledningen rekommenderas utbildningen börja med en introduktion till miljöproblem och hållbar utveckling. Några av de hållbarhetskompetenser UNESCO beskriver framkom i undersökningen, däribland systemtänkande kompetens, självreflekterande kompetens, förutseendekompetens samt samarbetskompetens. Dessa har på olika sätt inkluderats i utbildningen.Utbildningen föreslås vara uppdelad i 6 olika moment där de första 5 momenten är e-utbildning och det sista är ett avslutande diskussionstillfälle. Utbildningen behandlar: 1. Introduktion till miljöproblem och hållbar utveckling 2. SCA:s hållbarhetsmål och hållbarhetsarbete 3. Hur kemikalier och utsläpp påverkar vår natur 4. Sundsvalls och fabrikens historia ur ett miljöperspektiv 5. Ortviken som ett kretslopp 6. Avslutande diskussion och Workshop. / SCA is one of the biggest private forest owners in Europe and includes different mills in the north of Sweden, where Ortviken Paper mill, a pulp and paper factory, is one of these. Ortviken Paper mill produce publication paper from its own mechanical pulp and have both uncoated qualities and LWC-paper. SCA and Ortviken Paper mill works continuously towards a sustainable development and have lower their impact on the environment considerably over the last decades, just as all forestry in Sweden. The company’s management want to offer their staff a sustainability education with focus on environmental aspects to rise the staff’s competence in sustainability. Rise sustainability competencies is in line with what UNESCO (United Nation Education Science and Culture Organisation) highlights, education is crucial if we want to reach the global sustainable development goals. UNESCO have developed goals for ESD, education for sustainable development, with aim that individuals should develop competences which is considered important to act responsible in a sustainable manner in complex situations.The aim with this work is to design a sustainability education with an environmental focus to Ortviken Paper Mill. To do so, a pre-study and a survey have been done. The pre-study was an observation and created a picture of the mills activities and was a basis for the survey. The survey included interviews and a questionnaire which have been analysed thematically. Since the education is directed to adults and its goal is to rise the staff’s competence in environmental questions, adult education and ESD is chosen as a theoretical basis to the work.It was relieved in the survey that the education should be flexible, preferable designed as an e-learning and the staff learns best through discussion and communications with others. It also relieved that the staff’s experiences of education differ from elementary school to university, and that their knowledge about environmental issues and sustainable development varies. For the content in the education, it relieved in the survey that system thinking, chemicals and emissions impact on nature, and what individuals can do to lower the mills emissions as important or interesting. Since the staff’s knowledge varies and according to the chosen theory, an introduction about environmental issues and sustainable development is highly recommended. The education suggests being divided into six different parts, where the first five are designed as e-learning and the last part is a concluding discussion meeting. The parts in the education suggest focussing on: (i) Introduction to environmental issues and sustainable development (ii) SCA: s sustainability goals (iii) Chemicals and emissions impact on nature (iv) Sundsvall and the paper mills history from an environmental view (v) Ortviken as a cycle (vi) Concluding discussion and Workshop

This study examined how in-service teachers transformed professionally and personally as a result of participation in the International Teacher to Teacher Exchange Program (ITTTE). Six teachers, 3 from the U.S. and 3 from Guatemala, were paired. Each pair spent a total of 8 weeks together, in each other's countries, over the course of 2 years. The pairs reciprocated home stays, school engagement, and cultural learning in three cohorts; 2012-2014, 2014-2016, 2016-2018. In 2018, each participant engaged in a structured interview tailored to the ten meaning phases of Mezirow's transformative learning theory (TLT). The data were analyzed deductively, through the application of the ten meaning phases of transformation. The data were also analyzed inductively to determine additional themes of transformation. The deductive findings revealed 5 out of 6 participants experienced full transformative learning. All 3 Guatemalan teachers transformed professionally with new understandings of mathematics pedagogy. Two U.S. teachers transformed personally, one by learning how to be a more caring teacher and the other by overcoming shyness to engage as a relational teacher. The third U.S. teacher adopted the point of view that speaking a second language had value. The inductive analysis revealed emerged themes of learning, language, relationships, and program affecting others as evident in transformed frames of reference, habits of mind and points of view. Due to the range of participation years, latent effects were noted. The ITTTE was shown to influence transformation in teachers' personal and professional development. TLT was effective in revealing participant transformation within the ITTTE.