Preparing Rural K-12 Teachers to Use Personalized Learning through High Quality Professional Development

Abstract

The purpose of this study was to determine what elements of high quality professional development best prepare rural K-12 teachers to use personalized learning. Participants had the opportunity to contribute to the study in a survey and then an interview. This study surveyed a sample of rural educators in Northern Wisconsin from the CESA 12 region. The participants examined what they felt defined high quality professional development and if they received high quality professional development prior to using personalized learning. Results from this study reveal, although a majority of teachers are using personalized learning, they do not feel prepared. The teachers received little to no professional development prior to using personalized learning. The research study also showed participants did not receive any or little education on personalized learning in their undergraduate education or within their school district. This research study helped answer the following research questions: What are the essential elements of personalized learning and high quality professional development? Whether rural K-12 teachers feel prepared to educate students using the practice of personalized learning. What elements of high quality professional development can best prepare rural teachers to use personalized learning. This study laid the foundation for further research studies on personalized learning. Research studies could include topics linked to personalized learning such as the role of technology in personalized learning, how personalized learning celebrates and appreciates learners as individuals, or incorporating personalized learning into undergraduate education.