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Up-close and personal: teachers' responses to an individualised professional learning opportunity


Muir, T and Beswick, K and Williamson, J, Up-close and personal: teachers' responses to an individualised professional learning opportunity, Asia-Pacific Journal of Teacher Education, 38, (2) pp. 129-146. ISSN 1359-866X (2010) [Refereed Article]

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DOI: doi:10.1080/13598661003677598


This paper provides an account of professional learning in action through documenting the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice, using video footage of each teacher's numeracy lessons. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices. Reasons for this are hypothesised and recommendations made for personalising professional learning to cater for the needs and context of individual teachers.

Item Details

Item Type:Refereed Article
Keywords:professional learning; teacher change; video-stimulated recall
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
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:Beswick, K (Professor Kim Beswick)
UTAS Author:Williamson, J (Professor John Williamson)
ID Code:67189
Year Published:2010
Web of Science® Times Cited:12
Deposited By:Education
Deposited On:2011-02-28
Last Modified:2015-03-05
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