Teaching for Transformation

Partnered Program with the Centre for Faculty Development

TforT CACHE CFD banner

Program Objective

Teaching for Transformation (TforT) is jointly offered by CACHE and the Centre for Faculty Development. It was inspired by a growing need in health professions education and practice to prepare clinicians for a multitude of complex social roles. For example, collaboration, advocacy, and systems navigation must be performed within a complex health care system that aims to support compassionate, equitable, and person-centered care orientations, while also managing limited resources, quality, safety, and accountability. Aligned with these needs, TforT brings together educators interested in the theory and practice of transformative education and critical pedagogies.

TforT aims to promote and provide the development of critically reflective/reflexive individuals in relation to their educational roles in health care.

Program Description

TforT brings together educators, clinicians, administrators, leaders, and scholars interested in the theory and practice of humanistic and transformative education and critical pedagogies and practices. The humanist paradigm of education foregrounds self-actualization and the transformative paradigm of education is grounded in a vision of education as an emancipatory practice in pursuit of equity. TforT participants strive to prepare health professions learners for the humanistic, social-relational aspects of health care practice.

TforT explores varying pedagogies, principles, and practices depending on the year.   For example, dialogic education, Arts-based pedagogy, Reflective writing, Theatre pedagogy, Pedagogies of discomfort, Aesthetic education, Indigenous ways of knowing, Active learning, Experiential learning, Portfolio courses.

These educational approaches may support the following health education goals: Compassionate care, Equity, diversity, and inclusion, Interprofessional education and collaboration, Critically reflective practice, Advocacy and change agency, Systems-based practice, Professionalism, Ethics of research and clinical practice, Person-centered care, Patient engagement in education, Accessibility and Universal Design for Learning.

TforT is a suite of educational offerings, including an annual conference, the Online Supplements for Education, and custom consultations and programming.

TforT course graphic

TforT: Annual Conference+

Teaching for Transformation: Annual Conference+  (TforT:AC+) is a three day immersion in the education paradigms and practices needed for today’s health care work. TforT: AC+ involves keynote facilitated sessions, nominated emerging work (NEW) talks, workshops, submitted short talks, roundtables, and space for open dialogue. TforT:AC+ will take place online, enabling an international reach.

TforT:AC+ is more than a virtual conference. Registration is limited to foster a dialogic learning environment. Additionally, registrants will gain access to a private website of resources and activities for their ongoing use and an online community of support.

Teaching for Transformation: Annual Conference+ (TforT:AC+) 2024

This year’s theme: Teaching toward Collaborative Approaches to Care

March 25-27, 2024 | Virtual Conference

Registration now open!

TforT: Online Supplements

The Online Supplements (OS) for Education support transformative, reflexive approaches to education and scholarship within the health professions / health sciences. Ideally, these OS should be used in conjunction with in-person sessions as educators can then contextualize content, promote dialogue, and debrief activities.

TforT: Custom Consultations

Teaching for Transformation: Custom Consultations (CC), a partnered working model in which we co-construct programming and resources to support your own team’s learning and working in relation to transformative approaches to education.

Please email Stella Ng or Lindsay Baker if interested.

TforT Program Co-Leads:

Stella Ng, PhD Reg. CASLPO, Director & Scientist, CACHE; Associate Professor, Department of Speech-Language Pathology, Temerty Faculty of Medicine, University of Toronto.

Lindsay Baker, MEd, Associate Director, Curriculum Integration & Partnerships, CFD; Assistant Professor, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto.