An Action Research Case Study of the Development of a Personalized Professional Learning Project

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  In Poster Session: Mentoring Programs and Practices

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.

Authors

• Sarah Rutherford, Monash University

• Michelle Ludecke, Deakin University

• Carly Sawatzki, Monash University

• Maria Gindidis, Monash University Australia

• Katrina Tour, Monash University

• Karen Marangio, Monash University

• Donna Rady, Monash University

• Jane Southcott, Monash University