Transformative Learning Process for Improvement of Early Childhood Teachers

Abstract

This research was 1) to study the knowledge of transformative learning for professional development of teacher, and 2) to develop transformative learning process for improvement of early childhood teachers in knowledge attitude and professional skill. The research participants were twenty early childhood teachers from schools in 3 provinces in the eastern of Thailand. This study was a qualitative research with intervention. The research consisted of two phases: 1) the development of learning process consisting of three steps; (1) construction of the initial process, (2) preliminary field study of the process, and (3) analysis and revision of the process, and 2) the conclusion of the research results.

                        The findings were as follows:

1. The transformative learning process for improvement of early childhood

teachers integrated the three main domains of learning; knowledge, attitude and professional skill and included transformative learning and adult education into teachers’ work . This learning process consisted of four steps: 1) self-learning 2) critical reflection 3) exchange learning and 4) reflection of their learning

1. The learning of the teachers from the transformative learning reflected in the three domains : 1) knowledge; the teachers increased the knowledge in curriculum and learning organization for early childhood 2) attitude; the teachers developed the acceptance and value of children, and developed their emotional intelligence 3) professional skill; the teachers developed the capacity for learning organization.