Describing the experiences of teachers undertaking educational design-research (EDR) as a form of teacher professional learning

Abstract

Presently in Victoria there is a move to introduce practitioner-led research, requiring teachers to undertake a new individual or team-based research project every two years. However, we are often provided with little or no information about the specific characteristics of the research experience and/or research context that are responsible for promoting growth when teachers undertake practitioner research. The purpose of this study was to examine the experiences of teachers participating in practitioner research, specifically Educational Design Research (EDR), and its potential for teacher professional learning. Data for this longitudinal study was collected from 352 teachers in an urban sc..