Co-designed professional learning in the classroom: an opportunity for reflexive agency

Co-designed professional learning in the classroom: an opportunity for reflexive agency

Professional Learning (PL) for teachers is an increasing area of interest due to the complex nature of our profession. Professional Learning is different to Professional Development (PD) as it can be tailored for individual teachers and include informal conversations, adaptive release learning that teachers do in their own time, and/or collaborative research in schools. PL provides opportunities to support teachers’ work, the learning needs of students, changing curricula and the demands of external assessment regimes in the contemporary landscape. The proliferation of PD for teachers, often denies the contextual experiences and expertise of teachers in favour of prescriptive top-down approaches. However, in our research alongside primary teachers, we used PL to show how co-design between teachers and researchers can have a real impact on teacher agency, practice and, consequently, student learning.

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