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Title: "Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments
Contributor(s): Charteris, Jennifer  (author)orcid ; Smardon, Dianne (author)
Publication Date: 2018
Open Access: Yes
DOI: 10.14221/ajte.2018v43n12.2Open Access Link
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Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390307 Teacher education and professional development of educators
390305 Professional education and training
Socio-Economic Objective (SEO) 2008: 939902 Education and Training Theory and Methodology
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
Abstract: 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 and peer coaching; deprivatisation and bespoke professional learning design. The value of this research lies in its contribution to researchers and practitioners in the schooling sector as they consider approaches to professional learning in NGLE.
Publication Type: Journal Article
Source of Publication: Australian Journal of Teacher Education, 43(12), p. 12-29
Publisher: Edith Cowan University
Place of Publication: Australia
ISSN: 1835-517X
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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