Action Research–Based Professional Development for Equity Pedagogy: A Systematic Literature Review

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: SIG-Action Research Virtual Poster Session

Abstract

Providing long-term professional development (PD) is time and resource intensive. However, when working with in-service teachers on topics such as cultural equity, sustained PD provides many benefits that potentially justify the costs. This systematic review synthesizes ten studies that use action research as a form of PD for cultural equity. We found that in-service teachers involved in these PD opportunities gained knowledge about themselves and their practices and changed their teaching approaches despite challenges such as lack of resources or administrative support. We hope that this review lays the groundwork for developing ways to understand how to provide training and support for in-service teachers as our educational spaces continue to diversify.

Authors

• Elizabeth Severson-Irby, Virginia Commonwealth University
  Presenting Author

• Hillary Parkhouse, Virginia Commonwealth University
  Presenting Author