Action learning as a tool for deep teacher professional learning in schools has become increasingly popular over the last decade. One of the strengths of action learning is its respect for the knowledge that teachers bring to the professional learning experience. This presentation draws on ongoing research evidence collected over the last five years documenting more than a hundred action learning projects in schools across New South Wales, Australia. These projects were funded by the Australian Government Quality Teaching Program (AGQTP) and were related to improving pedagogy to enhance student learning in schools. Building on the concept of teacher as learner and Ponte (2003)'s work on interactive knowledge construction, we use several case studies as well as a meta-analysis to examine what critical factors are most important for action learning to be effective despite the different contextual workplace issues and problems faced by teachers in schools. In addition the paper explores what factors may work against successful school reform.

This research has used a mixed method approach. A range of data collection instruments have been used including analyses of project reports, school developed surveys, interviews, focus group discussions and classroom observations.

Critical factors necessary for transformative teacher professional learning include supportive leadership; collegiality; a cycle of collaborative planning, implementation, review, reflection and a critical friend or academic partner.