No abstract

This study aims to establish a Heutagogy approach for teacher professional education in Indonesia as an attempt to improve teacher competencies. This study will identify key elements of a Heutagogy approach derived from previous Heutagogy practices. The methods to collect data for developing the Heutagogy approach in this study employs a literature review of previous research and findings related to Heutagogy practice. In this regard, this study's established elements are Learner-determined learning, Metacognitive reflection, Collaboration, and Capability development. These elements are analysed and then incorporated into the TPE model with support from online learning tools. Capability development is the goal of experiencing each of the elements of Heutagogy in this approach. Each of these key elements will contribute to developing participants capability as professional teachers. The Heutagogy approach in this study is expected to be significant for improving teacher competencies in Indonesia.   Keywords: teacher professional education, heutagogy

This article outlines the rationale for, and development of an online support system (OSS) for teachers of mathematics in regional, rural and remote (RRR) Australia as part of an ongoing longitudinal project, Regional Teachers of Mathematics Networks (RTMN). The OSS is designed to assist development of interconnected collaborative networks for teachers of mathematics in order to help them develop their professional identity. The article builds on the logic of the broader RTMN project, arguing that the development of a teacher of mathematics identity (ToMI) framework through participation in networked communities of practice (CoPs) is integral to improved practice and teacher retention. Theoretical considerations, framed within the overarching conceptual umbrella of cultural accumulation theory, are provided and relate mathematics CoPs to professional development and its role in the development of a localised teacher of mathematics identity. This framing outlines the importance of an OSS that supports both face-to-face and online (virtual) CoP functions for teachers of mathematics. The article also states the case for a design-based implementation research approach that allows stakeholders to sustain ongoing evaluation and updating of the OSS platform for professional learning exchanges within the ToMI framework.

This article reports on original research investigating teacher wellbeing while teaching mathematics in relation to teacher identity. Using survey data from mathematics teachers (N = 402) participating in a teacher of mathematics support initiative, teacher wellbeing was operationally defined as the experience of wellbeing whilst teaching, allowing an applied understanding of wellbeing in relation to the activity of teaching. Teacher identity was construed from prior research by the authors (Willis et al., in: Math Educ Res J, 10.1007/s13394-021-00391-w, 2021) and operationalised for the current study in terms of a specific teacher of mathematics identity (ToMI) construct. The main research question for this investigation was directed at how well the ToMI construct, as a wellbeing variable, was able to predict teacher wellbeing while teaching, viewed as an ‘in situ’ or ‘active’ (applied) measure of wellbeing. Identity-Based Motivation (IBM) theory was used to frame the research, as it helps explain how the degree of congruency between identity and wellbeing may influence motivation to teach. Results indicated that although several important factors relate significantly to teacher of mathematics wellbeing, the ToMI construct predicted teacher wellbeing far above the ability of all other study factors combined, suggesting that a focus on the development of a professional identity for teachers is fundamental to the support of teacher wellbeing in schools. Suggestions for investigating this focus at the school level are also provided.

This paper provides an insight into an explorative school-improvement program, known as the Indigenous Schools ‘readiness’ Program (ISRP) which sought to deal with educational challenges in a novel, yet evidenceinformed manner. Specifically, the program sought to engage a school’s teaching staff, what is referred to as the Talent in the program, to deal with localised Indigenous school challenges by having them conceptualise and deliver their improvement plans through three inter-related elements: ‘readiness’, Talent and Adaptive Solutions. The paper suggests that despite the best intentions of parties involved, establishing and maintaining such a program, at least to the point of being able to properly implement and evaluate it, requires that the schooling context, i.e., the community in which it serves, has first created the required community conditions. In effect, engaged its own adaptive solution to inherent challenges.