Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils

Figures & data

Figure 1. Teachers’ adaptive expertise spectrum, emphasizing both routine and innovative expertise.

Table 1. Means, standard deviations, Cronbach's alpha, and intercorrelations among all subscales (N = 48).

Subscale	1.	2.	3.
1. CLE (6 items)		.49**	.57**
2. REF (4 items)			.54**
3. CBC (3 items)
M	5.05	5.45	5.47
SD	.46	.49	.53
α	.74	.72	.74

Note: CLE: Collaborative Environment and Transformative Practices; REF: Reflection in Classroom; BC: Boundary Crossing.

**p < .01 (2-tailed).

Table 2. Interviewees’ profile by gender, years of experience, teacher activity, grade, interviews’ time, and TPAC and CBC means.

Participant	Gender	Years of experience	Teacher activity	Grade	Interview time	TPAC & CBC means
1.	Female	39	Teacher/Educator	1st–5th	1h 30min	TPAC = 5 CBC = 5.6
2.	Male	30	Teacher/Headmaster	3rd	1h 30min	TPAC = 5.8 CBC = 6
3.	Male	20	Teacher/ICT coordinator	4th	1h	TPAC = 5.5 CBC = 6
4.	Male	19	Classroom teacher	2nd	1h 30min	TPAC = 4.6 CBC=5
5.	Male	26	Special teacher	5th	1h	TPAC = 5.3 CBC = 5.3

Figure 2. Teachers learn by interacting framework.