Sliep, Yvonne2016-06-102016-06-102010Sliep, Y. (2010). Teaching for transformation: the use of narrative metaphor to develop reflexive professionals. Acta Academica: Teaching of psychology in South Africa: Supplementum 2, 109-132.2415-0479 (online)0587-2405 (print)http://hdl.handle.net/11660/2777English: This article emphasises the importance of developing critical reflexivity in professionals. Higher education in South Africa is still shaped by socio-economic and political inequalities. This article suggests that transformative teaching practices can respond to the challenges resulting from such inequalities by making use of narrative metaphor. Narrative metaphor embraces the power of stories in teaching and learning through experience-based, constructivist pedagogy. Transformative teaching and learning connects new knowledge with lived experience, resulting in an on-going construction and reconstruction of personal, professional and contextual narratives. Knowledge is thereby co-constructed and participants become part of actively shaping the context in which they live, study and work.Afrikaans: Die artikel lê klem op die belangrikheid om vakkundiges te ontwikkel wat krities nadenkend en reflekterend is. Die sosio-ekonomiese en politieke ongelykhede het tersiêre onderwys in Suid-Afrika gevorm. Dit kan aangespreek word deur transformatoriese onderwysstrategieë wat gebruik maak van die narratiewe metafoor en ervaringsgerigte konstruktivistiese pedagogie. Deur transformatiewe onderrig en leerprosesse word ’n brug gebou tussen nuwe kennis en leefervaring wat lei tot die konstruksie en dekonstruksie van persoonlike, professionele en kontekstuele narratiewe. Hierdie ervaring en bewuswording lei tot nuwe kennis en aktiewe deelname aan die vorming van die konteks waarin geleef, studeer en gewerk word.enCritical reflextionHigher educationTransformative teaching and learningArticleUniversity of the Free State