Faculty of Education - Research Publications

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Author: Cleveland, Benjamin × Author: Imms, Wesley × Author: Mahat, Marian ×

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    Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments
    Blannin, J ; Mahat, M ; Cleveland, B ; Morris, J ; Imms, W (University of Ljubljana, 2020)
    The paper introduces and explores the Plans to Pedagogy research programme, 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 individual school’s needs, while being supported by a more extensive university-situated “umbrella” research programme. This paper presents emerging findings from Plans to Pedagogy and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice.
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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.