ASEA-UNINET Project “Teaching Clinic Indonesia”

Abstract:

The ASEA‑UNINET project Teaching Clinic Indonesia (TCI) strengthened academic cooperation between the University of Vienna and Institut Teknologi Bandung (ITB) through the adaptation of the European Teaching Clinic model to the Indonesian context. The Teaching Clinic is an evidence‑informed course format in teacher education that engages pre‑service teachers in solving authentic school‑based cases through research‑based learning and structured reflection.

During research visits to Vienna, Indonesian project partners participated in co‑teaching, observation, and joint design workshops, enabling direct knowledge transfer on Teaching Clinic implementation, supervision, assessment, and evaluation. Comprehensive teaching materials and evaluation frameworks were shared and localized, and an Indonesian version of the Teaching Clinic homepage was launched to support dissemination and institutional uptake.

Scientific outcomes include the co‑development of a context‑sensitive adaptation and evaluation design aligned with the International Teaching Clinic Network framework, integration of Indonesian partner feedback into ongoing doctoral evaluation research, and strengthened scholarly exchange through editorial roles in Indonesian academic journals. A Memorandum of Understanding between ITB and the University of Sustainability Vienna provides an institutional foundation for sustained collaboration.

Dissemination activities included a joint publication in Zeitschrift für Bildungsforschung and presentation of the project at the CARN DACH Conference 2026. Follow‑up initiatives include preparation of an Erasmus+ Capacity Building in Higher Education proposal and a joint comparative research project on teacher demands and resources in inclusive education.

Overall, the project established a sustainable academic partnership, transferred an innovative teacher‑education model across regions, and laid the groundwork for long‑term collaborative research and capacity building between Austria and Indonesia.

Impressions from the Knowledge exchange on the Teaching Clinic model.

© Julia Raberger

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Implementation Period:

10/2025 – 12/2025

Project:

Project Overview

The Teaching Clinic (TC) is an award-winning university course model in teacher education that integrates evidence-informed practice, peer collaboration, and structured reflection on teaching. Specifically, in a TC, real challenges from schools or other educational stakeholders are submitted as “cases.” Small teams of pre‑service teachers work on these cases over a semester, guided by academic supervisors. They apply evidence (e.g., design‑based research/action research), co‑design solutions with practitioners, produce concrete deliverables (tools, lesson designs, briefs), and engage in structured reflection.

The International Teaching Clinic Network (ITCN) brings together universities and institutions across Europe that implement and evaluate Teaching Clinics using a shared framework. Building on the success of the model in Europe, the ASEA-UNINET project “Teaching Clinic Indonesia (TCI)” intensified collaboration among the University of Vienna, Institut Teknologi Bandung (ITB), and Universitas Negeri Surabaya (UNESA). A central aim was to expand and adapt the Teaching Clinic model to the Indonesian context.

The project was deliberately designed as an adaptation rather than a replication of the European Teaching Clinic model, aligning the approach with Indonesian institutional, cultural, and curricular realities. A further aim was mutual capacity building through bidirectional knowledge exchange among faculty, researchers, and students in Austria and Indonesia. To ensure comparability across contexts (Europe vs. Asia) while allowing for local calibration, evaluation activities were aligned with the ITCN’s established framework and complemented with Indonesia-specific indicators and instruments.

Research Visit and Resulting Activites

During research visits to Vienna, the partner team – Diana Rahmasari, PhD; Assoc. Prof. Hary Febriansyah, PhD; and Ira Darmawanti – together with Univ.-Prof. Dominik E. Froehlich, PhD, and Mag. Julia Raberger carried out coordinated activities. The collaboration included three mobilities of project partners:

1) 17/10/2025 – 25/10/2025: Dr. Diana Rahmasari travelled to Vienna
2) 17/10/2025 – 25/10/2025: Ira Darmawanti travelled to Vienna
3) 30/11/2025 – 05/12/2025: Assoc. Prof. Hary Febriansyah travelled to Vienna (Note: Assoc. Prof. Hary Febriansyah was also present in the week of October, but he was travelling based on funds not associated with this particular project).

Section 1: Central Project Results and Scientific Findings

(1) Knowledge exchange on the Teaching Clinic Model: The University of Vienna shared comprehensive resources relevant to the conduct of Teaching Clinics, including syllabi, teaching materials, assessment rubrics, anonymized case examples from previous semesters, and documentation of recurring challenges. Indonesian visiting researchers observed an ongoing Teaching Clinic cohort at the University of Vienna and participated in structured discussions focused on aligning the model with Indonesian curricula, semester structures, class sizes, supervision models, and language requirements. In parallel, the teams co-developed an adaptation plan and an evaluation design that preserves cross-site comparability while integrating Indonesia-specific outcomes (e.g., classroom management in local contexts, practicum school partnerships, and policy alignment). A recurring theme in these discussions was the meaningful integration of global awareness and intercultural competence in Teaching Clinic activities for pre-service teachers, while maintaining close relevance to local classroom realities.

(2) Exchange and localization of Teaching Clinic Materials: Material exchange and localization were integral to implementation. This included translation-related activities, alignment of terminology and assessment criteria, and dissemination plans that support sustainable uptake across Indonesian partner programs. The localized resources are intended to feed into a shared repository accessible to partner institutions, ensuring continuity and scalability.

(3) Editorships and scholarly integration: During the reporting period, Univ.-Prof. Dominik E. Froehlich held editorial roles with Indonesian publication outlets, specifically the ASEAN Journal of Self and Psychological Measurement and Jurnal Psikologi Teori dan Terapan. These service contributions strengthened bilateral scholarly visibility and integration and supported the project’s objectives by enhancing channels for academic exchange and joint dissemination

(4) Memorandum of Understanding (MoU): The University of Vienna facilitated the development and signing of a Memorandum of Understanding (MoU) to formalize collaboration in teaching and research between ITB, UNESA, and the University of Sustainability, Vienna. Given that Univ.-Prof. Priv.-Doz. Dominik E. Froehlich holds affiliations with both the University of Vienna and University of Sustainability, Austria, he served as an effective mediator for this agreement.
The MoU establishes a framework for joint activities in teacher education and educational research. It specifies contact persons and governance mechanisms, outlines data protection and research ethics compliance, and defines a term of validity with provisions for renewal. By creating an institutional basis for continued cooperation, the MoU secures the sustainability of project outcomes beyond the current funding period.

(5) Extended network documentation: Network building during the reporting period explicitly includes UNESA, Primakara, BRIN, and Udayana University. These partners are intended to join subsequent research and implementation activities, including follow-up initiatives in the Erasmus+ ecosystem (e.g., Capacity Building in Higher Education), thereby expanding opportunities for joint teaching, evaluation, and dissemination.

(6) Evaluation of existing collaboration and linkage to dissertation work: To prepare for scale-up, the project built on an existing collaboration by conducting a TCI pilot featuring COIL activities. The pilot is systematically evaluated using the ITCN’s established framework, ensuring aligned constructs and instruments and enabling cross-site comparability between European and Indonesian contexts. The evaluation is embedded in ongoing doctoral research: pilot data and structured partner feedback (including input provided by Indonesian colleagues during their visit to Vienna 2025) inform Mag. Julia Raberger’s dissertation. This integration enables an iterative improvement cycle in which findings guide refinements to materials, supervision structures, and contextualization for Indonesian settings.
Across the activities reported in Section 1, the project is oriented toward four impact objectives: strengthening pre‑service teacher competencies through the Teaching Clinic; enabling intercultural learning via COIL and cross‑site collaboration; extending evidence‑based practices to in‑service teachers through school partnerships and dissemination; and supporting innovative, context‑sensitive projects in Indonesian schools with documented stakeholder value. These objectives are monitored within the ITCN‑aligned evaluation.

Section 2: Practical implementation of results

(1) Co-teaching at the University of Vienna Teaching Clinic: As a primary mechanism for knowledge transfer and capacity building, visiting colleagues from Indonesia participated in co-teaching within selected sessions of the University of Vienna Teaching Clinic. Their contributions included co-facilitating case discussions, participating in supervision debriefings, and supporting adaptation dialogues related to Indonesian curricular timelines, class sizes, and practicum schools. These sessions provided hands-on familiarity with Teaching Clinic workflows (planning, facilitation, assessment, and reflection) and informed subsequent localization of materials and evaluation procedures for Indonesia.

(2) Teaching Clinic homepage translated into Indonesian: To support dissemination and sustainable uptake, the Teaching Clinic homepage was translated into Indonesian and is publicly accessible at: https://teachingclinic.org/id/home-indonesian/. The translation ensures consistent terminology with localized course materials and serves as an entry point for Indonesian faculty, students, and partner schools.

Section 3: Publications and Presentations

(1) Conference Presentations: As part of the project’s dissemination and network-building activities, faculty and students from the Indonesian partner universities were invited to participate in the CARN DACH conference free of charge (26.01.-03.02.2026).
Participation included engagement in international networking sessions, as reflected in the public program (e.g., “Networking,” “International Networking”) and the surrounding schedule formats that facilitate cross-institutional dialogue.
A project-relevant presentation, “Teaching Clinic Wien 26.01.2026” (Dominik E. Froehlich), featured in the official schedule and highlighted the Teaching Clinic model, its evaluation framework, and its adaptation pathway for the Indonesian context. This conference participation supported bilateral visibility, fostered connections with the action research community, and provided a platform for discussing the Teaching Clinic Indonesia pilot and its next steps. Link to the conference program: https://event.carndach.org/schedule/

(2) Publications: The following article resulting from the respective cooperation activities has been recently published: Raberger, J., Darmawanti, I. & Froehlich, D.E. Research-based learning and the development of an inquiry habit of mind in teacher education: A systematic literature review. Z f Bildungsforsch (2026). https://doi-org.uaccess.univie.ac.at/10.1007/s35834-025-00526-0

Section 4: Possible Follow-up Projects

(1) Proposed Erasmus+ Capacity Building in Higher Education (CBHE), Asia: Teaching Clinic Indonesia: In line with the project’s sustainability and internationalization goals, a follow-up Erasmus+ CBHE proposal focused on Teaching Clinic Indonesia is being prepared to consolidate and expand the network, enhance local capacity for service-learning in teacher education, and standardize evaluation practices across partner sites. The proposed consortium includes EU beneficiaries (University of Sustainability Vienna [coordinator], University of Vienna, University of Regensburg, University of Ioannina, Autonomous University of Barcelona) and Indonesian beneficiaries (Universitas Negeri Surabaya, Institut Teknologi Bandung, Primakara University, Universitas Sumatera Utara, Udayana University, BRIN – National Research and Innovation Agency, Research Center for Education). Two associated partners (University of Kyoto and University of Tokyo) will provide independent external evaluation support.

(2) New joint project on teacher demands and resources in inclusive education (Austria–Indonesia): A joint empirical project has been drafted and started about teacher demands and resources in inclusive education, designed as a comparative Austria–Indonesia study to inform capacity building and policy. The Austrian data collection has been completed (approximately 100 teachers); instruments are being translated into Indonesian, with data collection planned at a comparable scale. A 2026 publication is targeted in a mid-tier academic journal.