Background <p>Transformative learning borrows from the work of constructivist teaching to develop classroom scenarios that support learners to build meaning through interaction. Transformative learning encourages communication and discourse between teachers and students to address the problem of unchecked individualism.</p> Purpose <p>This study examined transformative learning practices and the personality of pedagogical theories and models in the field of education and learning.</p> Methods <p>Data were collected from data sources through interviews, documentary review and classroom observations. The data were thematically analysed with the aid of NVIVIO-14.00. The researcher selected 15 teachers who teach biology and chemistry subjects using a purposive sampling technique based on their life experiences. The researcher defined the analytical codes and created themes and sub- themes for the textual and contextual thematic analysis.</p> Findings <p>The study findings showed that the teaching communication or dialogue between students and teachers expected advanced organisation and meaningful learning of the Ausubel teaching model. However, the practice of these teaching methods is in contradiction with the Gagne problem-solving phase, Bruner discovery learning and Frere problem-solving approach due to the lack of target facilities and time for practical learning. Similarly, there was a mismatch between learning outcomes and teaching and learning strategies in higher-level thinking processes (analysis, synthesis and evaluation).</p> Implications <p>Instructors and student teachers should work better in transformative learning by developing knowledge of constructive and critical learning, which creates a strong link between teaching and learning science in classrooms.</p>