Faculty of Education - Research Publications

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Author: Bradbeer, Christopher × End date: 2018 × Start date: 2017 ×

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    Teacher Mind frames and belief systems
    Mahat, M ; Bradbeer, C ; Byers, T ; Imms, W (University of Melbourne, 2017)
    The workshop focused on teacher mind frames and belief systems. Participants worked in small groups to explore how teachers’ beliefs about learning shape their teaching. These small group discussions illustrate challenges other teachers face, what they are doing to overcome them, and provide an opportunity to discuss what teachers need to support their ideal teaching practice.
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    Innovative Learning Environments and Teacher Change: Defining key concepts - Technical Report 3/2018
    Mahat, M ; Bradbeer, C ; Byers, T ; Imms, W (University of Melbourne, LEaRN, 2018)
    The aim of this report is to provide a synthesis of the literature that is relevant to our project and has informed definitions of key constructs. By synthesising scholarly research, together with quantitative findings from the Space, Design and Use Survey (Imms, Mahat, Byers & Murphy, 2017) and qualitative findings from the teacher workshops (Mahat, Grocott & Imms, 2017), this paper advances definitions and characteristics of these concepts pertinent to the current study: Innovative Learning Environments, Teacher Mind Frames and Student Deep Learning. In the context of the ILETC project, these key constructs and definitions frame the study and provide a scope to respond to the project’s key research question, Can altering teacher mind frames unlock the potential of innovative learning environments?
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    The “state of play” concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project
    Bradbeer, C ; Mahat, M ; Marian, T ; Cleveland, B ; Kvan, T ; Imms, W (New Zealand Educational Administration & Leadership Society, 2017-01-01)
    Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the “transformational” educational opportunities they may provide, also raise questions about whether the anticipated pedagogical value of these “non-traditional” spaces is based on idealised visions of teaching and learning rather than empirically derived evidence. Before such complex issues can be efficiently addressed, evidence of the actual “state of play” of ILEs is required. Drawing on New Zealand specific data from a large Australasian research project, this paper triangulates principals’ opinions, teachers’ perspectives, and the literature on some key preliminary issues: what types of learning spaces can be found in New Zealand schools; what teaching styles are evident in these spaces; what pedagogical beliefs are driving ILE teaching practices; and what types of learning activities are occurring in ILEs? The paper provides an evidence based platform for further discussion about the opportunities and challenges surrounding the use and practice of ILEs in New Zealand.