Le, Ni-LaMartinez Hinestroza, JoseKraus, ErikaHassan, AzadPlough, India2022-05-062022-05-062019-11Lê, N.-L., Martínez Hinestroza, J., Kraus, E. B., Hassan, A., & Plough, I. C. (2019). A catalyst of change: A graduate student’s perspectives on transformational teaching. FIRE: Forum for International Research in Education, 5(2), pp. 97–119.2326-3873https://hdl.handle.net/10877/15744This article interprets teachers as change agents in light of the Transformational Teaching (TT) framework (Slavich & Zimbardo, 2012). Contributing to the understanding of teachers’ transformation, we report on a case study that explores how of a graduate student’s conceptualization of and engagement with the core methods of TT emerged and developed through her teaching in the context of a locally situated Cultures and Languages Across the Curriculum program. The analysis offers three findings. First, the core methods of TT are evidenced in the teacher’s practice. Second, specific program specifications facilitated her engagement with TT. Third, she was motivated to make changes in her teaching toward TT. We argue that the interaction among context, students, teaching practice and systematic reflection opportunities may act as a catalyzer of change in teachers’ understanding and engagement with TT.Text23 pages1 file (.pdf)entransformational teachersgraduate studentscase studycultures and languages across the curriculumtransformational learningArticlehttps://doi.org/10.32865/fire201952155This work is licensed under a Creative Commons Attribution 4.0 International License.