TRANSFORMATIVE EARLY CHILDHOOD EDUCATION: RECONSTRUCTING HOLISTIC LEARNING FRAMEWORKS FOR FUTURE GENERATIONS IN THE DIGITAL ERA

Abstract

Teacher professional development in remote areas continues to face challenges due to limited access to resources, professional isolation, and a lack of ongoing support. In this context, Professional Learning Communities (PLCs) are viewed as a collaborative approach with the potential to enhance teacher capacity and self-efficacy. However, empirical evidence regarding the role of PLCs in remote areas remains limited. This study aims to explore teachers' experiences in developing self-efficacy through participation in PLCs in remote schools in East Nusa Tenggara, Indonesia. The study employed a qualitative approach with a descriptive phenomenological design. Data were collected through in-depth semi-structured interviews and document analysis, then analyzed through phenomenological stages. The results indicate that participation in PLCs enhances teacher self-efficacy through collaborative learning, peer support, and reflective practice. This study emphasizes the role of PLCs as a mechanism for teacher empowerment in remote areas and the importance of leadership support, structured collaboration, and resource facilitation for ongoing professional development.