Thesis
An Investigation into a Heutagogical Approach to Teacher Professional Education in Indonesia
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
2025
DOI:
https://doi.org/10.25918/thesis.548
Appears in Recent Southern Cross PhD Theses
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Abstract
This thesis investigated a heutagogy-based model of teacher professional education (TPE) in Indonesia, designed to meet mandated TPE competency standards within the context of an increasing role for educational technology and disruptions to the traditional face-to-face (f2f) model of TPE caused by the COVID-19 pandemic.
The investigation compared teacher competency and phenomenological outcomes for two matched groups of TPE students: a heutagogy-based research group (H-TPE) and a traditional (f2f) control group (T-HPE). Pre-and-post-training competency results were analysed within and between these groups to assess the relative effectiveness of heutagogy as an alternative to f2f TPE training in Indonesia and the impact this might have on the experience of learning within a more technology-based pedagogy.
The thesis study used an embedded, mixed-methods research design within a pragmatism paradigm, implemented across four phases: (1) quantitative pre-competency testing to establish baseline teacher competencies, (2) qualitative analysis of participants' learning experiences through reflective journals and interviews, (3) post-competency testing to assess changes in competencies, and (4) integration of overall quantitative and qualitative data to comprehensively address the research questions (RQs).
In relation to RQ1 (To what extent does the H-TPE model designed for this study impact teacher competency outcomes compared to the T-TPE model of teacher training in Indonesia?), phase 1 and 3 analyses showed that both study groups achieved comparable competency progress and outcomes, with the H-TPE group attaining marginally higher outcome levels than the T-TPE group. These analyses support RQ1 by demonstrating that the heutagogy-based approach to TPE training is at least as effective as the traditional (f2f) approach to this training in Indonesia.
In relation to RQ2 (What do H-TPE participants report as critical aspects of the H-TPE model that contributed to their competency learning?), RQ3 (In what ways did the experiences of H- TPE participants compare-to-and-differ-from the experiences of T-TPE participants in relation to personal TPE learning?) and RQ4 (To what extent did the H-TPE learning model inspire participants to apply new technology-driven knowledge and skills to teaching practice?), phase 2 and 4 analyses highlighted that the H-TPE activities differentially encouraged technology integration into future teaching practices and enhanced self- determined professional development for the H-TPE participants.
Overall, these results affirm heutagogy as a viable approach to modernising Indonesian TPE within the broader relationship between technology and education. This is further detailed in the thesis, with the implications it has for education clearly identified in the concluding chapter.
Details
- Title
- An Investigation into a Heutagogical Approach to Teacher Professional Education in Indonesia
- Creators
- Silvia Handayani
- Contributors
- Lewes Peddell (Supervisor) - Southern Cross UniversityTony Yeigh (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- x11, 289
- Identifiers
- 991013346439602368
- Copyright
- © Silvia Handayani 2025
- Academic Unit
- Faculty of Education
- Resource Type
- Thesis