Abstract Two small-scale studies were conducted to investigate the viability of a constructivist learning design for a 25-hour child and youth care training program. The first study investigated transformative learning conditions, belief change processes, and practice change. The second study explored a trainer’s development of transformative learning instructional practices. Results of study 1 indicated the training program fostered transformative learning conditions, practitioner reflection on practices, and changes in practice. The process of belief change differed by participants, with evidence of both transformative-oriented and nontransformative learning. Study 2 found the trainer’s change from a transmission to a transformative approach to teaching required shifting beliefs about types of effective teaching, greater attunement to practitioner points of view and the process of learning, and appreciation of practitioner initial resistance to training. The findings provide preliminary evidence for the viability and effectiveness of a constructivist approach to training and the process of trainer development for fostering transformative-oriented learning.

中文翻译：

---

探索青年工作培训的建构主义重新设计：面向变革的学习和培训师发展

摘要 进行了两项小规模研究，以调查 25 小时儿童和青少年护理培训计划的建构主义学习设计的可行性。第一项研究调查了变革性学习条件、信念变化过程和实践变化。第二项研究探讨了培训师对变革性学习教学实践的发展。研究 1 的结果表明，培训计划培养了变革性的学习条件、从业者对实践的反思以及实践的变化。信念改变的过程因参与者而异，有变革型学习和非变革型学习的证据。研究 2 发现培训师从传授教学方法转变为变革教学方法需要转变对有效教学类型的信念，更好地适应从业者的观点和学习过程，并了解从业者最初对培训的抵制。研究结果为建构主义培训方法的可行性和有效性提供了初步证据，并为促进变革型学习的培训师发展过程提供了初步证据。