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Teacher Educators’ Challenges, Opportunities and Contemplations on Self-Determined Learning: Insights from a Qualitative-Constructivist Study

Sharon Hardof-Jaffe, Ilana Dror, Eran Gusacov

Innovations in Pedagogy and Technology · 87–100 · 10.63385/ipt.v2i1.351

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), compris