Australian Journal of Teacher Education
Abstract
This study investigated a heutagogy-informed teacher professional education model designed to assist Indonesian teachers in achieving the competencies established by the Indonesian government to address teacher quality issues. The critical concepts of the model include self-determined learning, metacognitive reflection, collaborative learning, and capability development. An embedded design methodology, grounded in pragmatism as the overarching research paradigm, was employed for this investigation. The findings of this study provide significant insights for enhancing teachers’ professional education in Indonesia, particularly in terms of the effectiveness of heutagogy-informed approaches compared to traditional approaches of teacher training, with additional benefits stemming from heutagogy-informed, technology-facilitated learning impacting both their professional development and intended classroom practices.
Was this research funded?
Yes, research was funded
Recommended Citation
Handayani, S., Peddell, L., & Yeigh, T. (2023). Participants’ Experiences in Heutagogy Teacher Professional Education in Indonesia. Australian Journal of Teacher Education, 48(6). https://doi.org/10.14221/1835-517X.5739