Exploring the Meaning of Professional Development Through Early Childhood Teachers` Learning Experiences Based on Transformative Learning Theory
Bibliographic record
Abstract
The purpose of this study was to understand the meaning of early childhood teachers` professional development through exploring their learning experiences by the lens of Mezirow`s transformative learning theory. Semi-structured and in-depth interviews were conducted with three teachers with five of more years of teaching experience. The collected data were analyzed and interpreted in qualitative approach. The results of this study showed that the learning experience of teachers could be categorized into two aspects (additive and transformative learning) and that transformative learning has been shown in a series of phases: critical reflection, discourse, and action. Such a transformative learning pattern made it necessary to look at the professional development of teachers as a personal, dynamic process of meaning construction, not a one-way or linear process, which is more than acquisition of new teaching skills and knowledge or improvement of existing ones. Also, the professional development as a transformative learning process led to the teachers taking a critical look at their frame of reference and opened up their own assumptions and beliefs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.029 |
| Scholarly communication | 0.009 | 0.008 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".