ABSTRACT
This mixed-methods study explores teachers, principals, and supervisors' personal experiences with and perspectives on the features of Discovery Education professional development (PD) programs as a transformative PD (TPD) model, which is implemented as a key component of current educational reforms in Egypt. Constructivist principles, the theory of change, and the transformative learning theory guide this study's framework. Quantitively, more than 4159 participants representing 8.31% of all enrolled teachers and supervisors in grades (G)10–11 PD program all over Egypt responded to an online survey in addition to providing artifacts collected as evidence to instructional transformations during Covid19. Qualitatively, a phenomenological study was conducted with a representative sample of twelve teachers and three principals participating in another two-year PD program about STEM culture implemented in six Egyptian governorates. Findings revealed that this TPD model adopted experiential learning by having teachers wear students' hats, reflect as teachers, apply in real classrooms, see change firsthand, and collectively exchange feedback with ongoing support from expert mentors, principals and supervisors who shared with teachers the same PD journey. The study also concluded that pairing TPD with new reforms such as, embedding technology for deep learning in a curriculum-based PD, inquiry-oriented assessment, research proven instructional strategies, and 21st century skills positively impacted educators' confidence in understanding and buying into these reforms. The study focuses on what works as a TPD model, and why participants' confidence was impacted. With such analysis, this can help structure future TPD models. © 2021 The Authors