Website-Based Blended In-Service Training to Develop Teachers’ Deep Learning Pedagogy Competencies: A Qualitative Research

Limited teacher understanding of the deep learning (DL) approach, insufficient readiness, and inadequately designed training have become major barriers to the implementation of the approach in mathematics classrooms. This research aimed to describe teachers’ experiences in developing their understanding and competencies in DL pedagogy through a website-based blended in-service training. Specifically, the research explored these experiences in depth from the teachers’ perspectives. The training procedures were designed in both synchronous and asynchronous formats, supported by comprehensive, varied, and easy-to-understand online learning resources. This research employed an interpretative qualitative approach. The participants were four junior high school mathematics teachers from one public school and one private school in Palangka Raya. Two teachers were selected from each school, with one serving as a model teacher and the other as an observer. The research instruments included interview guidelines, observation sheets, and an open-ended questionnaire. Data analysis involved coding interview transcripts, triangulating data, conducting constant comparative analysis, and verifying findings to draw conclusions. The findings revealed that teachers constructed their understanding of the approach through self-directed learning and peer discussions during individual learning sessions. This understanding was further strengthened during the collaborative group work and workshop sessions through peer discussion and trainers’ scaffolding. The teachers developed their DL pedagogy competencies through classroom practice followed by reflective discussion. Overall, the teachers responded positively to their blended training experiences. This training model can serve as an alternative to addressing misconceptions and reducing teachers’ apprehension when implementing innovative strategies.