An action research case study of the development of a personalized professional learning project

Research output: Contribution to conferencePoster

Abstract

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.
Original languageEnglish
Number of pages1
Publication statusPublished - 16 Apr 2018
EventAmerican Educational Research Association Annual Meeting 2018: The Dreams, Possibilities, and the Necessity of Public Education - New York, United States of America
Duration: 13 Apr 201817 Apr 2018
http://www.aera.net/Events-Meetings/Annual-Meeting/2018-Annual-Meeting-General-Information

Conference

ConferenceAmerican Educational Research Association Annual Meeting 2018
Abbreviated titleAERA 2018
CountryUnited States of America
CityNew York
Period13/04/1817/04/18
Internet address

Cite this

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.