Too much emphasis on student-centered education, or the so-called 'learnification,' has made teachers anxious because they foresee an overwhelming workload in future educational strategies where 'no child should be left behind.' While there are benefits to personalised learning, it is not only complex but chaotic in some contexts. Our research has explored teacher empowerment in the areas of personalised learning to enhance conceptual coherence to draw insights into key parameters that govern it, aiming to alleviate teacher stress and anxiety. Therefore, an effective intervention is required to upskill teachers and provide them with opportunities for gradual and meaningful transformation. The project explored the impact of a series of participatory interventions through an action learning meetings. Additionally, through a systematic literature review, we identified six teacher roles to enact personalised learning. We utilise these six teacher roles to help gather data about students, to engage learners in their learning process; teachers then co-designed learning experiences, negotiated the process with their learners, empowered them by providing guidance and resources, before assessing their achievements. Throughout this entire process, teachers monitor students' development of agency and self-regulation. The project, CAC-STEP, advocates for a community change where teachers thrive and evolve to be responsive and critically conscious. The highlight of the project is the cultural adaptation and collaboration to shift from a compliance model to an adaptive model.

Authors:
Maya Gunawardena, University of Canberra Australia, Australia

About the Presenter(s)
Dr Maya Gunawardena is an associate professor at the Faculty of Education, University of Canberra. Maya researches and publishes in the fields of personalised learning, critical thinking and social-emotional development.

Connect on Linkedin
https://www.linkedin.com/in/maya-gunawardena-1912a9132/

Additional website of interest
https://maya-gunawardena.com

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