The Development and Effect of a Learning Cycle-Based Teacher Education Program to Enhance Early Childhood Teachers’ Professionalism and Teacher Efficacy

This study aimed to develop a teacher education program utilizing the Learning Cycle model and Team-Based Learning (TBL) to enhance early childhood teachers’ professionalism and efficacy, while also assessing its effectiveness. The program involved 40 early childhood teachers from D City, who were randomly assigned to either an experimental group or a comparison group. Data analysis was conducted using independent samples t-tests and multivariate analysis of variance (MANOVA) with SPSS WIN 25.0. The results revealed that the Learning Cycle-based teacher education program significantly improved both professionalism and teacher efficacy among the participating teachers. These findings demonstrate that incorporating active, experience-based learning processes into teacher education can effectively strengthen essential competencies in early childhood education. The program encouraged teachers to actively engage in curriculum development, reflect on their teaching practices, collaborate with peers to share and adjust knowledge, and cultivate new perspectives. This participatory and reflective process enabled teachers to recognize previously unacknowledged challenges and implement practical solutions, leading to enhanced professionalism and efficacy. The study emphasizes the educational value of teacher education programs that transcend traditional lecture-centered approaches. By fostering active participation, peer collaboration, and continuous reflection through the Learning Cycle and TBL, such programs offer a sustainable model for promoting professional growth and improving the quality of early childhood education practices.