ISSN: 2226-6348
Open access
By the 21st century, the education system needs to provide its citizens not only knowledge but also a wide range of skills in facing the challenges of globalization and future career preparation. Today, there are various new pedagogical concepts emerging in addressing educational issues such as heutagogy. A heutagogical approach is an approach that encourages students to acquire their own knowledge. This concept paper aims to identify the readiness of mathematics secondary school teachers using heutagogical approaches in teaching and learning. In line with the main objective of the Malaysia Education Development Plan (PPPM) 2013-2025, a competent teacher is a teacher who can provide effective teaching and learning to his students. Thus, based on the analysis, the teacher's readiness in terms of knowledge, attitudes and behaviors identified as domains that should be given attention by mathematics school teachers in implementing the heutagogical approach. Instead of using chalk and talk, mathematics teacher might use heutagogical apporach to variate their style of teaching. Thus, as a future research, the pattern of secondary school teacher readiness in applying heutagogical approach for teaching and learning should be explore to see how far the implementation in our school system.
Akyildiz, S. T. (2019). Do 21st Century Teachers Know about Heutagogy or Do They Still Adhere to Traditional Pedagogy and Andragogy? International Journal of Progressive Education, 15(6), 151-169.
Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71.
Blaschke, L. M., & Hase, S. (2016). Heutagogy: A holistic framework for creating twenty-first-century self-determined learners. In The future of ubiquitous learning (pp. 25-40). Springer, Berlin, Heidelberg.
Chacko, T. V. (2018). Emerging pedagogies for effective adult learning: From andragogy to heutagogy. Archives of Medicine and Health Sciences, 6(2), 278.
Chan, C. G., Embi, M. A. B., & Hashim, H. (2019). Primary school teachers’ readiness towards heutagogy and peeragogy. Asian Education Studies, 4(1), 11.
Eachempati, P., KS, K. K., Komattil, R., & Ismail, A. R. H. (2017). Heutagogy through Facebook for the Millennial learners. MedEdPublish, 6(194), 194.
Engelbrecht, J., Llinares, S., & Borba, M. C. (2020). Transformation of the mathematics classroom with the internet. ZDM Mathematics Education, 52(5), 825-841.
Flanigan, A. E., & Kiewra, K. A. (2018). What college instructors can do about student cyber-slacking. Educational Psychology Review, 30(2), 585-597.
Gillaspy, E., & Vasilica, C. (2021). Developing the digital self-determined learner through heutagogical design. Higher Education Pedagogies, 6(1), 135-155.
Handayani, S. M., Yeigh, T., Jacka, L., & Peddell, L. (2021). Developing a heutagogy approach to promoting teacher competencies in Indonesia. Cypriot Journal of Educational Sciences, 16(3), 939-951.
Harper, B. (2018). Technology and teacher–student interactions: A review of empirical research. Journal of Research on Technology in Education, 50(3), 214-225.
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. UltiBASE In-Site.
Hase, S., & Kenyon, C. (Eds.). (2013). Self-determined learning: Heutagogy in action. A&C Black.
Jones, C., Penaluna, K., & Penaluna, A. (2019). The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy. Education+ Training. 61(9), 1170-1186. https://doi.org/10.1108/ET-10-2018-0211
Kamus Dewan. (2007). Ed. ke-4. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Kareem, O. A., & Kin, T. M. (2018). Attitudes toward Change: A Comparison Between Senior Assistants and Teachers in Malaysian Secondary Schools. International Journal of Academic Research in Business and Social Sciences, 8(1), 249–265. https://doi.org/10.6007/ijarbss/v8-i1/3806
Karwowski, M. (2010). Are creative students really welcome in the classrooms? Implicit theories of “good” and “creative” student ‘personality among polish teachers. Procedia-Social and Behavioral Sciences, 2(2), 1233-1237.
Levy-Feldman, I. (2018). The good teacher for the twenty-first century: a “mentoring teacher” with heutagogical skills. International Journal of Mentoring and Coaching in Education, 7(2), 177-190. https://doi.org/10/1108/IJMCE-10-2017-0067
Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers’ perceptions of risk. Teaching and Teacher Education, 38, 56-64. https://doi.org/10.1016/j.tate.2013.11.007
McNeil, H. (2018). Gen Z learning tendencies: A call for next-gen learning platforms. Training. Retrieved from https://trainingmag.com/gen-z-learning-tendencies-a-call-for-next-gen-learning-platforms/
Mohamad, M. M., Heong, Y. M., Kiong, T. T., Mukhtar, M. I., & Ahmad, A. (2019). Teachers' pedagogical reasoning and action in technical and vocational education. Journal of Technical Education and Training, 11(3), 15-21.
Mok, S. S. (2008). Psikologi Pendidikan untuk Pengajaran dan Pembelajaran. Selangor: Penerbitan Multimedia Sdn. Bhd
Moore, R. L. (2020). Developing lifelong learning with heutagogy: contexts, critiques, and challenges. Distance Education, 41(3), 381-401.
Suhaimi, N. A. (2020). Mensinergikan pengajaran matematik peringkat universiti melalui pendekatan heutagogi ke arah kurikulum tersedia masa hadapan. International Journal of Education and Pedagogy, 2(3), 56-69.
Snowden, M., & Halsall, J. P. (2016). Self-determined approach to learning: A social science perspective. Cogent Education, 3(1), 1247608.
Tam, A. C. F. (2014). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching: Theory and Practice, 21(1), 22–43. https://doi.org/10.1080/13540602.2014.928122
Wehmeyer, M. L., Shogren, K. A., Toste, J. R., & Mahal, S. (2017). Self-determined learning to motivate struggling learners in reading and writing. Intervention in School and Clinic, 52(5), 295-303.
Yusof, Y., Roddin, R., & Awang, H. (2015). What students need, and what teacher did: The impact of teacher's teaching approaches to the development of students’ generic competences. Procedia-Social and Behavioral Sciences, 204, 36-44.
Zimmerman, J. (2006). Why Some Teachers Resist Change and What Principals Can Do About It. NASSP Bulletin, 90(3), 238–249. https://doi.org/10.1177/019263650629152
In-Text Citation: (Alias & Matore, 2023)
To Cite this Article: Alias, A. F., & Matore, M. E. M. (2023). Mathematics Secondary School Teacher Readiness in Applying Heutagogical Approach for Teaching and Learning. International Journal of Academic Research in Progressive Education and Development, 13(1), 697–707.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode