Transformative learning as a framework for reinterpret the impostor phenomenon

The paper outlines a conceptual short intervention grounded in transformative learning (TL) and illustrates its application in higher education through the reinterpretation of the impostor phenomenon. The TL phases are elaborated on the basis of social recognition for educators and learners using an intervention guide. The paper proposes how burdensome frames of reference can be transformed so that alternative self- and worldviews may emerge. From the intervention guide, TL-related teaching competencies are derived theoretically and their relevance is discussed.