This paper presents the findings of an action research case study of the development of a Personalized Professional Learning Project in an independent coeducational school in Melbourne, Australia. A team of seven teacher-educators were contracted to develop and deliver a program of personalized professional learning for a cohort of 26 teachers. Drawing on design-based methodologies (Anderson and Shattuck, 2012) the research included the design and testing of an educational intervention that required the teachers to engage in their own action research project (Carr and Kemmis, 1986; Kemmis, McTaggart & Nixon, 2013). Findings reveal that the program model and delivery was successful, although it had significant implications for the coaches and the direction of personalized professional learning.
|Number of pages||1|
|Publication status||Published - 16 Apr 2018|
|Event||American Educational Research Association Annual Meeting 2018: The Dreams, Possibilities, and the Necessity of Public Education - New York, United States of America|
Duration: 13 Apr 2018 → 17 Apr 2018
|Conference||American Educational Research Association Annual Meeting 2018|
|Abbreviated title||AERA 2018|
|Country||United States of America|
|Period||13/04/18 → 17/04/18|
Rutherford, S., Ludecke, M., Sawatzki, C., Gindidis, M., Tour, K., Marangio, K., Rady, D., & Southcott, J. (2018). An action research case study of the development of a personalized professional learning project. Poster session presented at American Educational Research Association Annual Meeting 2018, New York, United States of America.