Fostering teachers' professional autonomy in Taiwanese private kindergartens through systemic practical situated reflection within a collaborative learning community

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Abstract
The issue of professional autonomy among teachers in Taiwanese private kindergartens has grown increasingly critical in the context of professional learning and development (PLD) within early childhood education. This study adopted action research within a collaborative learning community framework, implementing the Systemic Practical Situated Reflection (SPSR) mechanism over 18 months. Professional autonomy is defined as teachers' capacity to make informed decisions regarding their teaching practices and professional growth. The findings of this study indicate that: 1) the involvement of experts within the learning community promotes reflective practices from diverse perspectives, which enhances teachers' autonomy; 2) the SPSR mechanism effectively supports professional growth within this community; and 3) ongoing weekly reflections empower teachers to address and overcome challenges in their educational environments. The SPSR framework developed in this study provides valuable insights into how professional autonomy can be fostered among educators, offering a model for PLD that can be applied beyond the context of Taiwanese private kindergartens.

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