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Abstract

There is a recent advocacy for students to experience their learning as personalised, but this expectationposes challenges for teachers tasked with addressing prescribed curricula. In this article, wedraw on relevant literature and our analyses of three case studies to propose a framework withinwhich teachers can achieve both goals. We first clarify what we mean by personalising learning, notingproblems in how it is currently conceptualised and enacted. We suggest that any attempt to supportstudents to personalise their learning needs to be contextualised within broader curriculargoals, and that its developmental nature entails progressions in specific learner capabilities, andtherefore the need for students to be supported in this process. In proposing a framework for thissupport, we focus on general principles around the what and how of this process rather than onparticular discipline areas.

Item Type:	Article
Authors/Creators:	Prain, V and Blake, D and Deed, C and Edwards, M and Emery, S and Farrelly, C and Fingland, D and Henriksen, J and Lovejoy, V and Meyers, N and Mooney, A and Muir, T and Sbaglia, R and Swabey, K and Thomas, D and Tytler, R and Zitzlaff, T
Keywords:	personalised learning; sociocultural research approaches; activity theory
Journal or Publication Title:	British Educational Research Journal
Publisher:	Carfax Publishing
ISSN:	0141-1926
DOI / ID Number:	10.1002/berj.3481
Copyright Information:	Copyright 2018 British Educational Research Association
Related URLs:	UTAS Profile: Emery, S Google Scholar: Muir, T UTAS Profile: Muir, T UTAS Profile: Swabey, K Google Scholar: Thomas, D UTAS Profile: Thomas, D
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