[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594158-105":3,"doc-detail-594158-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","participants-experiences-in-heutagogy-teacher-professional-education-in-indonesia","Participants’ Experiences in Heutagogy Teacher Professional Education in Indonesia","","This study investigated a heutagogy-informed teacher professional education model to support Indonesian teachers in building the competencies set by the Indonesian government to address teacher quality concerns. The model emphasized self-determined learning, metacognitive reflection, collaborative learning, and capability development. Using an embedded design methodology grounded in pragmatism, the findings highlight how heutagogy-informed approaches, including technology-facilitated learning, improve professional education outcomes and influence intended classroom practices.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/participants-experiences-in-heutagogy-teacher-professional-education-in-indonesia/594158/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/participants-experiences-in-heutagogy-teacher-professional-education-in-indonesia/594158.png","ImageObject",300,407,{"name":42,"@type":43},"Kurz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of the heutagogy-informed teacher professional education model in this study?","Question",{"text":62,"@type":63},"It aims to help Indonesian teachers achieve government-defined competencies by using heutagogy-informed principles that support effective professional learning.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which key concepts does the model emphasize?",{"text":67,"@type":63},"The model centers on self-determined learning, metacognitive reflection, collaborative learning, and capability development.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the study relate to changes in Indonesian teacher training during 2020–2021?",{"text":71,"@type":63},"It connects the need for program revision to COVID-19’s disruption of face-to-face teacher professional education, requiring an online-only alternative and training focused on technology use.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594158,1792189315,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",8,"Participants’ Experiences in Heutagogy Teacher Professional  \nEducation in Indonesia  \nSilvia Handayani  \nLewes Peddell  \nTony Yeigh  \nSouthern Cross University  \nAbstract: 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  \ndesign 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 ’  \nprofessional education in Indonesia, particularly in terms of the  \neffectiveness of heutagogy-informed approaches compared to  \ntraditional approaches ofteacher training, with additional benefits stemming from heutagogy-informed, technology-facilitated learning impacting both their professional development and intended  \nclassroom practices.  \nKeywords: heutagogy, teacher professional education, technology.  \nIntroduction  \nIn Indonesia, a teacher professional education (TPE) program is considered fundamental to the production of competent teachers, who are, in turn, responsible for producing capable student learning outcomes in schools. As such, an effective TPE program is vital in advancing the nation’s education system. In this respect, Indonesian TPE programs focus on aligning teacher practice with education standards established by the Indonesian government (Irnidayanti & Fadhillah, 2023; Yarrow et al., 2022) . This focus represents a national teacher training agenda for Indonesia, with the aim of improving the quality of teaching and learning over time. In this regard, the TPE in Indonesia has undergone several changes to accommodate the national agenda of education by the government, but unfortunately the outcomes of these changes have been mixed (Irnidayanti & Fadhillah, 2023; Revina et al., 2020; Tias & Tongjean, 2022), and have largely failed to produce teachers with the necessary competencies to become high-quality professional educators (Revina, 2022; Tias & Tongjean, 2022; Yarrow et al., 2022). Because of this, prioritising arevision ofthe TPE program has become a focal point for improving teacher training in Indonesia (Saputri et al., 2021; Sukmayadi & Yahya, 2020) .  \nImportantly, this focus on program revision in Indonesia has set the stage for thinking critically about additional factors that can also influence the Indonesian TPE program. One of these is the need to ensure that this program can prepare student teachers to incorporate  \ntechnology effectively into their teaching practice, seeking to modernise the TPE program in response to the impact of technology on education (Yarrow et al., 2022) . This factor stems from the general impact of technology on teaching and learning that has emerged from the rise of the Knowledge Economy (CORE Education, 2019) and, thus, represents a salient aspect of modernising the Indonesian system of teacher training more broadly (Bhardwaj et al., 2020; Yarrow et al., 2022). A primary focus for this aspect of program revision is to include ICT knowledge and digital media skills as part ofthe TPE, acknowledging the need to help prepare the national education system to embrace 21st-century teaching and learning challenges.  \nAnother particularly crucial factor that influenced the need to revise teacher training in Indonesia at the time the current research took place was the impact of the COVID-19 pandemic, which disrupted the traditional face-to-face (f2f) TPE program in Indonesia. Although time-delimited, the impact of this pandemic was global during the years 2020 – 2021 and caused educational facilities and systems at all levels (schools, universities and early childhood centres) to shift suddenly from f2f teaching and learnin","cbCaipHeKpTuJOVW","https://ap.wps.com/l/cbCaipHeKpTuJOVW","pdf",334601,15,"English","# Introduction\n## Teacher professional education and competency alignment in Indonesia\n## Program revision drivers: technology integration and COVID-19 disruption","[{\"question\":\"What is the purpose of the heutagogy-informed teacher professional education model in this study?\",\"answer\":\"It aims to help Indonesian teachers achieve government-defined competencies by using heutagogy-informed principles that support effective professional learning.\"},{\"question\":\"Which key concepts does the model emphasize?\",\"answer\":\"The model centers on self-determined learning, metacognitive reflection, collaborative learning, and capability development.\"},{\"question\":\"How does the study relate to changes in Indonesian teacher training during 2020–2021?\",\"answer\":\"It connects the need for program revision to COVID-19’s disruption of face-to-face teacher professional education, requiring an online-only alternative and training focused on technology use.\"}]","Participants’ Experiences in Heutagogy Teacher Professional Education in Indonesia | PDF",1792078630,38,{"code":4,"msg":81,"data":99},[100,104,108,112,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":113,"slug":145},19,"General","general"]