Transformation of primary school teacher candidates' perspectives on the teaching profession through learning activities based on the transformative learning theory: An example of life study course

The study aims to investigate the transformation of primary school teacher candidates' perceptions on the teaching profession through the learning activities based on the transformative learning theory. In accordance with this aim, with the scope of teaching practice course and life studies course in primary school, this study explores primary school teacher candidates' competencies in content knowledge, pedagogical knowledge, pedagogical content knowledge, teaching planning, evaluation, and practice through the context of transformative learning theory principles. Afterwards, the evaluation of teacher candidates' perspectives towards the teaching profession was evaluated with the forms of continuous questioning and critical reflection enriched within the scope of assessment learning. With this purpose, the current study endeavors to gain professional competence and professional perspective in line with the identified needs of teacher candidates. The research, which was designed in accordance with the stages of transformative learning theory, was conducted with a participatory action research design. As a result of analyzing professional perspective, 16 fourth-grade primary school teacher candidates comprising 15 female and one male was identified. These participants exhibited a tendency to underestimate the significance of the teaching profession and displayed indifference towards professional competencies. After determining the study group for the research, a needs analysis was undertaken to assess the professional competencies of the teacher candidates. As a result of the needs analysis, a draft action plan was prepared to ensure professional competence development. While designing with an action plan, practices for primary school teacher candidates' awareness and development of professional competencies were included by taking into consideration the principles of transformative learning theory, and then the change/transformation in their perspectives in the context of professional competence was tried to be understood. In this process, data collection tools were employed to investigate the professional competence, encompassing individual and group practices, lesson planning, self-assessment, peer assessment, utilization of rubrics, e-portfolios, and observations. Educational diaries, researcher diaries, SWOT analysis and classroom discussions based on critical thinking and reflection were utilized to understand the professional perspective transformation. These tools, included in the training process, were also considered as a data source. The data obtained from these multiple data collection tools were analyzed by content analysis and semantic structures were tried to be extracted. The research was carried out for a total of 14 weeks, two hours a week. In consequence of the needs analysis, the study revealed the identified needs in the area of content knowledge, pedagogical knowledge, pedagogical content knowledge, teaching planning, evaluation, and practicing of professional competence. Accordingly, a cyclic approach has been devised and carried out to encompass these six domains of professional competence. Each professional competence area was accepted as a sub-cycle, and the sub-cycle was continued until the objectives determined within the scope of all these sub-cycles were completed. After the cycles' objectives were achieved, other professional competence area was taken into consideration. In addition to a general cycle to develop professional competencies in the research, it consists of six sub-action cycles by bringing the development areas determined by needs analysis under professional competency areas. The general purpose of the action plans in the research is to enable participants to gain professional competence. With these action plans created to develop professional competence, it was also investigated the transformation in the meaning schemas related to the professional competence area being developed. As a result of the completion of the action cycles, it was tried to reveal whether there was a transformation in the perspectives of meaning they developed for the teaching profession. Three different data collection tools were used for experiencing the transformation in the perspective of meaning. These are a questionnaire on the prospective classroom teachers' perspective towards the teaching profession, the Learning Activities Survey, and a semi-structured interview form to evaluate the participants' professional perspectives and teaching practice training. As a result of the research, it was found that 15 of 16 primary school teacher candidates were transformed in the perspective of meaning. Although there was data on the transformation in one of them, it could not be stated that the transformation took place in this teacher candidate due to the inconsistency between the data. In the research process, it was concluded that there is an interaction between professional competencies and professional perspective. As teacher candidates gain professional competence, changes occur in their perspectives. Hence, it has been concluded that depending on the changing perspective, they tend to develop their professional competencies. It was concluded that the transformative learning theory adopted in the current study led to this interaction and as a result of this interaction, teacher candidates tended to discover new ways, roles and relationships. It has been concluded that critical reflection is a skill with significant importance for transformation and it is a necessity to create a suitable learning environment for this skill to emerge and to include activities in which criticizing and reflecting skills will be used and interpersonal interaction will be kept at a high level. Keywords: Perspective transformation, transformative learning, life studies, teacher candidates, teacher competencies.