Perspectives in AE— from “the bank” to “the Kitchen”: Pedagogical Reflections of a Constructivist Theory Framed Course

Using “banking” and “kitchen” metaphors to illustrate the educational frameworks of Freire's banking concept and constructivist learning theory, we—students and instructor—describe an innovative pedagogical adult learning–teaching model utilized in a required course, Qualitative Research, within the curriculum of a leadership studies doctoral program. This course used a constructivist learning theory framework to engage doctoral students as a community of learners in the discovery process of conducting qualitative research. Through reflection and a description of key components of this course, a critical examination of this pedagogical model is explored. Findings reveal the strengths of a constructivist approach to support and steer collaborative, exploratory learning whereby co–creating, collective processing, and co–learning promote invested learning.