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Achieving teacher professional growth through professional experimentation and changes in pedagogical practices

Citation

Muir, T and Deed, C and Thomas, D and Emery, S, Achieving teacher professional growth through professional experimentation and changes in pedagogical practices, The Australian Journal of Teacher Education, 46, (9) pp. 22-38. ISSN 0313-5373 (2021) [Refereed Article]


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DOI: doi:10.14221/ajte.2021v46n9.2

Abstract

To facilitate the professional learning of teachers and bring about changes in pedagogical practices, it is necessary to understand the process by which teachers grow professionally. Professional growth can be achieved when teachers work together to engage in professional experimentation and see results in terms of salient outcomes for their students. This paper reports on a study of teachersí pedagogical practices as they introduced adaptations to focus on personalising studentsí learning in mathematics. Two cases are presented to demonstrate how teachers in two schools used student mathematics test data to determine studentsí strengths and needs, in order to personalise learning experiences. The findings highlight how shared responsibility and purposeful use of student data can lead to positive professional growth for teachers and improved learning outcomes for students.

Item Details

Item Type:Refereed Article
Keywords:teacher professional growth, teacher professional learning, collaborative partnerships
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Muir, T (Associate Professor Tracey Muir)
UTAS Author:Thomas, D ( Thomas)
UTAS Author:Emery, S (Ms Sue Emery)
ID Code:147853
Year Published:2021
Funding Support:Australian Research Council (LP150100558)
Deposited By:Education
Deposited On:2021-11-18
Last Modified:2021-11-22
Downloads:0

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