Structural Model of Pedagogy-Andragogy-Heutagogy Continuum on Pedagogical Competencies of Indonesian Vocational High School Teacher

Abstract

Teachers should promote self-regulated learning so the students can be long-life learners. One way to promote self-regulated learning is by interplaying pedagogy, andragogy, and heutagogy and encouraging teacher pedagogical competencies. Current research aims to investigate the relationship between pedagogy, andragogy and heutagogy praxis with teachers' pedagogical competencies. The response of 393 teachers was modeled using the structural equation model with the partial least square method (PLS-SEM). The measurement models indicate that the instruments used are valid and reliable. The structural model shows an interplaying among pedagogy, andragogy and heutagogy approaches in Indonesia. These approaches may also promote the pedagogical competencies of Indonesian Vocational High School teachers. Further research may include additional variables as mediator variables.