DOI:
https://doi.org/10.63385/ipt.v2i1.351Keywords:
Community of Practice, Heutagogy, Learning Community, Self-Determined Learning, Teacher EducationAbstract
Following the COVID-19 pandemic, teacher education has pivoted toward self-determined learning, or heutagogy, a paradigm shift that demands increased learner autonomy and a radical redistribution of pedagogical responsibility. This qualitative-constructivist study explores how two learning communities of practice (CoPs), comprised of teacher educators, navigated the complexities of adopting this approach within their respective institutions. Through categorical content analysis of meeting recordings and semi-structured interviews, the research identifies a central tension between educators’ traditional roles as "gatekeepers" of academic knowledge and the heutagogical transition toward becoming mentors who facilitate student agency. Participants voiced significant concerns regarding the stability of canonical knowledge, the complexities of self-assessment, and the potential for grade inflation within rigid academic frameworks. However, the sources emphasize that these CoPs provided a vital "safe space" for collaborative reflection, effectively mitigating the professional loneliness often accompanying pedagogical innovation. The findings suggest that while heutagogy requires a profound epistemological revolution, its successful institutionalization depends on "bottom-up" initiatives fostered by lecturers and supported by "top-down" administrative openness. Ultimately, the sources advocate for the continued expansion of these communities to reshape perceptions of teaching and learning within both higher education and clinical school settings. By fostering a non-judgmental environment, these CoPs serve as essential catalysts for transforming teacher training into a more flexible, student-centered endeavor.
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