Transforming Inclusive Teacher Development Through Local Wisdom-Based Community of Practice Toward SDGs 2030
DOI:
https://doi.org/10.21154/aicied.v4i.1764Kata Kunci:
community of practice, inclusive education, local wisdom, teacher development, transformative learningAbstrak
This study examines the paradigmatic failure of Indonesia’s Platform Merdeka Mengajar (PMM) in developing inclusive teachers and designs a culturally framework. Employing systematic literature review with a qualitative-interpretive approach, it proceeds through critical policy analysis, theory synthesis, comparative analysis, and translation into operational design. The design based on Community of Practice and Community Based Participatory because professional growth is most effective when built collaboratively and local wisdom because culturally-based solutions are more sustainably adopted. Rooted in these theories, this study produces ORWELL (Orbit of Reflective Wisdom for Educator Learning with Local & Inclusive Practice), a teacher development framework operating through Learning Circles for peer-led reflection, Reflective Practice Modules to dismantle pedagogical assumptions, Peer Learning Networks to spread inclusive innovation, and Local Wisdom Integration that operationalizes gotong royong, tepa selira, and musyawarah as core pedagogical instruments. Validated against models from Turkey and the United States, ORWELL shifts teacher development from transmissive to reflective-transformative, from individual to collective, and from generic to culturally contextual, advancing inclusive education toward SDGs 2030.
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