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Full-Text Articles in Education
Teachers As Embedded Practitioner-Researchers In Innovative Learning Environments, Joanne Blannin, Marian Mahat, Benjamin Cleveland, Julia E. Morris, Wesley Imms
Teachers As Embedded Practitioner-Researchers In Innovative Learning Environments, Joanne Blannin, Marian Mahat, Benjamin Cleveland, Julia E. Morris, Wesley Imms
Research outputs 2014 to 2021
© 2020, University of Ljubljana. All rights reserved. The paper introduces and explores the Plans to Pedagogy research pro-gramme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues’ spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the indi-vidual school’s needs, while being supported by a more extensive universi-ty-situated “umbrella” research programme. This paper presents emerging findings from Plans to Pedagogy …
Dimensions Of Agency In New Generation Learning Spaces: Developing Assessment Capability, Jennifer Charteris, Dianne Smardon
Dimensions Of Agency In New Generation Learning Spaces: Developing Assessment Capability, Jennifer Charteris, Dianne Smardon
Australian Journal of Teacher Education
In new generation schooling contexts, the interaction of human activity, space, and objects, co- produce spatialised practices. There is the fluid use and continuous re-design of learning spaces, where dynamic socio-material practices support the ongoing and negotiated development of curriculum, pedagogy and assessment. Links are forged in this article between spatialised practice and student agency. In Aotearoa/New Zealand there is a national policy impetus for all schools to move towards re-designed learning spaces. School leaders are challenged with a mandate to lead pedagogic change to develop assessment capability, in alignment with the redesign of education facilities. Informed by theories of …
"Professional Learning On Steroids”: Implications For Teacher Learning Through Spatialised Practice In New Generation Learning Environments., Jennifer Charteris, Dianne Smardon
"Professional Learning On Steroids”: Implications For Teacher Learning Through Spatialised Practice In New Generation Learning Environments., Jennifer Charteris, Dianne Smardon
Australian Journal of Teacher Education
There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper addresses the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). The case study is situated within Aotearoa/New Zealand context, a country where there has been considerable policy focus and investment in NGLE. Data from principals who have established NGLE in their schooling settings is analysed, with consideration given to the preparation of teachers to take up spatialised practices. The study highlights key characteristics of spatialised PLD practice – fostering spatial literacy; professional cross-pollination; co-teaching …