摘要：Transformation learning theory explains transformative learning and the mechanism of its occurrence. The objectives of the study were to evaluate the professional development of novice teachers in the area of classroom practices, teaching methodology and lesson planning in the context of transformative learning and to explore transformative learning among novice teachers manifesting in classrooms with respect to their designations and academic qualifications. The study used quantitative survey research design. A number of 78092 teachers who were recruited in three years across Punjab, Pakistan (2010, 2011 and 2012) were selected as target population of the study. Out of them, 1036 novice teachers were randomly selected as a sample of the study. A questionnaire was used for the collection of data. The data were analysed by one-way ANOVA and independent Post Hoc Tukey test. It was found that a change occurred in classroom practices of novice teachers. Our study has shown that there were differences among novice teachers with respect to the designation and qualification of novice teachers in the area of classroom practices. The study recommended for school education department to introduce latest classroom practices to other tiers of teachers and to develop an implementation strategy for professional development programmes.
