This study aimed to support Primary Years Programme (PYP) teachers' inquiry-based practices during the collaborative planning and reflection (CPR) processes through online discussions. The objective was to understand how the characteristics of transformative learning theory change. Through inquiry-based online discussions within collaborative teams, teachers were encouraged to develop and demonstrate the habit of reflection to realize inquiry before, during, and after their practices. This approach sought to reveal how teachers' views and understandings of the process changed and what kind of relationships they fostered by supporting this process conducted within professional teams in a candidate school, which aims to be authorized as an IB World School, implementing the PYP in Turkey.

The following questions were explored regarding the transformative learning characteristics of teachers, specifically focusing on "authentic relationships", "dialogue", "promoting critical reflection", "awareness of context", "individual experience" and "holistic orientation" in the PYP collaborative planning and reflection process as defined within the context of transformative learning theory:

1) Is there a significant difference between pre-test and post-test applications of the survey?

2) How do participating teachers’ views change during the PYP implementation process?

The concept of professional learning communities (PLCs) has roots in the early 1900s, with Dewey (1991) highlighting their role in fostering learning, community, and collaboration. Members unite around a common mission, creating a shared culture that enhances reflective dialogue and collaborative inquiry (Louis, Kruse & Associates, 1995; Newmann & Wehlage, 1995; Fullan, 2001). Reflective practice, as defined by Dewey, involves systematic growth through experiences, with Schön (1987) categorizing reflection into "about action" (retrospective understanding) and "in-action" (real-time recognition of strengths and improvements). Van Manen (1991) introduced "reflection in action", where teachers anticipate future challenges while addressing current ones, framing teaching as a continuous reflective process (Wilson, 2008; Uzum, Petron & Berg, 2014).

Mezirow (1981) noted that adults’ reflexive thinking differs from children's, where meaning construction prompts a critical examination of cultural assumptions that shape thoughts and actions. This transformative learning process revises past experiences to inform future actions and fosters personal development (Mezirow, 2000). Mezirow and Taylor (2009) outlined six characteristics of transformative learning: individual experience, promoting critical reflection, authentic relationships, awareness of context, holistic orientation, and dialogue. PLCs are crucial in education, where collaboration among staff enhances teaching and learning. Defined broadly, a PLC is a collaborative group that makes decisions, implements actions and reflects on outcomes (Toole and Louis, 2002; King and Newman, 2001; Hord, 1997). In this setting, teachers transition from instructors to designers of learning, collaborating on curriculum and lesson plans (Thompson, Gregg & Niska, 2004).

The International Baccalaureate (IB), established in 1968, promotes international education through four programs for ages 3 to 19: the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career Programme (CP). These programs foster international-mindedness and contribute to a peaceful world (IBO, 2009). To achieve IB World School status, schools undergo a rigorous accreditation process, including candidacy and authorization (IBO, 2018a; IBO, 2019). The IB emphasizes learning communities, where teachers foster cooperation and solidarity (IBO, 2018b). In the PYP, CPR practices are essential, although research specifically on the PYP is limited. Only two notable studies exist on collaborative planning in IB practices to create PLCs, with one focused on the PYP. Saa’d AlDin (2014) found challenges in collaborative planning amidst increasing DP schools, negatively affecting Theory of Knowledge (TOK) essay outcomes. Saa’d AlDin noted a shift towards professional learning communities among DP teachers. Khairallah (2015) also examined PYP schools, indicating the need for cooperation and problem-solving in curriculum design. The IB's expectations highlight the need for more research on integrating CPR within the PYP.

This research utilized a mixed-methods approach with a simultaneous transformative design to enhance the understanding of CPR among teachers at a private school in Istanbul implementing the PYP. Beginning in the 2015-2016 academic year, the school introduced collaborative planning meetings, although traditional teaching methods continued to dominate. Despite attempts to shift to a more student-centered approach, teachers encountered difficulties in questioning and reflective practices. The PYP Coordinator facilitated online discussions to encourage collaboration. After gaining IB authorization in March 2018, the school prepared for an evaluation visit in October 2024, reaffirming its commitment to PYP principles. The study ensured validity and reliability through a mix of qualitative and quantitative tools via triangulation (Cohen et al., 2007). A pre-post survey and interviews were employed to define CPR in the PYP framework in terms of transformative learning characteristics. Quantitative Section The study targeted PYP teachers at the school, which comprises 68 educators: 27 in kindergarten and 41 in primary. The Professional Learning Communities Collaborative Team Survey (CTS), created by Colvin (2013), assessed transformative learning within collaborative teams, featuring 68 items across six dimensions on a 4-point Likert scale. The pre-survey was implemented during a seminar in August 2017 and the post-test was implemented during a seminar in June 2018, with responses coded confidentially. Data analysis was performed using SPSS, with normality testing and Cronbach's Alpha coefficients average above .70 confirming strong internal consistency. Qualitative Section Purposive sampling was used to interview eight level leaders with specialized knowledge, including teachers from various subjects collaborating with the PYP Coordinator. The interview was done as semi-structured. The semi-structured interview protocol focused on collaborative planning and comprised demographic and main prompt questions. Field experts reviewed the interview protocol, and pilot testing was conducted with PYP teachers to refine the questions to improve validity and reliability. Interviews were conducted in three phases: pre- (August 2017), post- (February 2018), and follow-up (February 2024), lasting about 40 minutes each. Originally in-person, they transitioned to Zoom due to the researcher’s relocation. MAXQDA software was utilized to transcribe and analyze the data, generating 746 coding processes, with "promoting critical reflection" emerging as the prevailing theme.

This study demonstrates the significant impact of online-supported CPR processes on PYP teachers' transformative learning characteristics. Quantitative results from CTS show that when PYP teachers' collaborative planning and reflective thinking processes were supported online, individual experience, awareness of context, dialogue, holistic orientation, authentic relationships, and critical reflection subscale scores increased significantly in the post-test compared to the pre-test, improving their understanding of these characteristics. Qualitative findings highlight the effectiveness of these processes in enhancing teachers' understanding of transformative learning, improving teaching practices, and fostering a collaborative, reflective professional environment. Online tools and structured processes played a critical role in supporting professional development and creating effective educational experiences. Pre-interviews revealed that teachers recognized the value of CPR but viewed them as separate concepts. Many felt unprepared for meetings, relying heavily on personal experience while acknowledging the benefits of idea-sharing. The need for sufficient planning time was emphasized. Post-interview results showed a shift: teachers shared richer examples of necessary competencies, highlighting long-term collaboration and a holistic understanding of the concepts. Improved skills in applying the inquiry process were reported, with online planning enriching face-to-face meetings and enabling ongoing interactions. Teachers developed stronger collaborative planning habits, benefiting from quick feedback and insights into colleagues' work. Follow-up interviews confirmed increased competence in CPR, with teachers demonstrating skills through practical application. They gained experiential understanding, applied reflective thinking during inquiry, and made informed decisions to enhance teaching practices. Improvements were observed in conceptual teaching and transdisciplinary learning, with collaboration being a key strength. While data analysis is ongoing and new categories may emerge, findings so far reveal that online-supported CPR significantly enhances PYP teachers' transformative learning, professional development, and collaboration and reflection practices.

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