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Professional growth is linked to teachers working collaboratively on professional experimentation and interpreting results through salient student outcomes. The paper reports on classroom adaptations that focused on personalising mathematics learning, using student test data in two school cases to identify strengths and needs and tailor learning experiences. Shared responsibility and purposeful data use support teacher growth and improved student learning outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/achieving-teacher-professional-growth-through-professional-experimentation-and-changes-in-pedagogical-practices-article-2/594024/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/achieving-teacher-professional-growth-through-professional-experimentation-and-changes-in-pedagogical-practices-article-2/594024.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define teacher professional growth through professional experimentation?","Question",{"text":112,"@type":113},"Teacher professional growth occurs when educators work together to engage in professional experimentation and interpret outcomes through salient effects on students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What learning focus guided the teachers’ adaptations in the two cases?",{"text":117,"@type":113},"Teachers adapted pedagogical practices to personalise students’ learning in mathematics, using student test data to determine strengths and needs.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence does the paper use to support improved outcomes for both teachers and students?",{"text":121,"@type":113},"The findings highlight that shared responsibility and purposeful use of student data lead to positive teacher professional growth and improved student learning outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594024,1792193084,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 9 | Article 2 |\n| --- | --- |\n| 2021\u003Cbr>Achieving Teacher Professional Growth Through Professional Experimentation and Changes in Pedagogical Practices\u003Cbr>Tracey Muir\u003Cbr>University of Tasmania\u003Cbr>Craig Deed\u003Cbr>Latrobe University\u003Cbr>Damon Thomas\u003Cbr>University of Tasmania\u003Cbr>Sherridan Emery\u003Cbr>University of Tasmania\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Elementary Education Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nMuir, T., Deed, C., Thomas, D., & Emery, S. (2021) . Achieving Teacher Professional Growth Through Professional Experimentation and Changes in Pedagogical Practices. Australian Journal of Teacher Education, 46(9) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n9.2](http://dx.doi.org/10.14221/ajte.2021v46n9.2)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss9/2](https://ro.ecu.edu.au/ajte/vol46/iss9/2)  \nAchieving Teacher Professional Growth Through Professional Experimentation and Changes in Pedagogical Practices  \nTracey Muir  \nUniversity of Tasmania  \nCraig Deed  \nLa Trobe University  \nDamon Thomas  \nSherridan Emery  \nUniversity of Tasmania  \nAbstract: 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  \ngrowth can be achieved when teachers work together to engage in  \nprofessional experimentation and see results in terms ofsalient  \noutcomes for their students. This paper reports on a study of  \nteachers’pedagogical practices as they introduced adaptations to focus on personalising students’ learning in mathematics. Two cases arepresented to demonstrate how teachers in two schools used  \nstudent mathematics test data to determine students’ strengths and  \nneeds, in order to personalise learning experiences. The findings  \nhighlight how shared responsibility and purposeful use ofstudent  \ndata can lead to positive professional growth for teachers and  \nimproved learning outcomes for students.  \nIntroduction  \nDeveloping an understanding of teachers’ behaviour and practice and their responsiveness to change continues to be a focus in the literature (e.g., Fullan, 2020) . While there is general consensus about the importance of teacher professional learning, there is less consensus about how this process occurs (Justi & van Driel, 2006) . Research suggests professional learning in general is more likely to be successful if it takes place as close to the teacher’s working environment as possible, provides opportunities for reflection and feedback, involves a conscious commitment by the teacher, and makes use of external expertise such as the services of a consultant and/or critical friend to build capacity (Geiger et al., 2015 ; Fullan, 2020; Lovitt & Clarke, 1988) . Borko et al. (1997) found that professional learning experiences that provided opportunities for teachers to explore new instructional strategies and ideas in the context of their own classroom practice were among the most effective for promoting and supporting teacher change. The Australian Association of Mathematics Teachers (AAMT) agrees and advocates that professional learning for teachers of mathematics has to be relevant, personalised to meet the needs of the educator, collaborative, evidence-based and sustained (AAMT, 2013). The term ‘teacher professional growth’was used by Clarke and Peter (1993, p. 167) to highlight that teacher change resulting from professional learning is a continuing process, and Clarke and Hollingsworth’s (2002) Integrated Model of Professional Growth, which builds on the original work of Guskey (1986), provides","cbCaibd4TMAWeMic","https://ap.wps.com/l/cbCaibd4TMAWeMic","pdf",286601,18,"English","# Abstract\n# Introduction\n## Teacher professional learning and growth processes\n## Context of the study and professional growth focus\n# Personalised learning in mathematics\n## Student motivation and learning agency","[{\"question\":\"How does the paper define teacher professional growth through professional experimentation?\",\"answer\":\"Teacher professional growth occurs when educators work together to engage in professional experimentation and interpret outcomes through salient effects on students.\"},{\"question\":\"What learning focus guided the teachers’ adaptations in the two cases?\",\"answer\":\"Teachers adapted pedagogical practices to personalise students’ learning in mathematics, using student test data to determine strengths and needs.\"},{\"question\":\"What evidence does the paper use to support improved outcomes for both teachers and students?\",\"answer\":\"The findings highlight that shared responsibility and purposeful use of student data lead to positive teacher professional growth and improved student learning outcomes.\"}]","Achieving Teacher Professional Growth Through Professional Experimentation and Changes in Pedagogical Practices - Article 2 | PDF",1792078394,45]