I can see clearly now the wall Is gone: Situated Professional Learning in a Collaborative Innovative Learning Environment
Source TitleInforming education theory, design and practice through learning environment evaluation
PublisherLEaRN, University of Melbourne
University of Melbourne Author/sBradbeer, Christopher
AffiliationArchitecture, Building and Planning
Melbourne Graduate School of Education
Document TypeConference Proceeding
CitationsBradbeer, C, I can see clearly now the wall Is gone: Situated Professional Learning in a Collaborative Innovative Learning Environment, Informing education theory, design and practice through learning environment evaluation, 2016, pp. 55 - 64
Access StatusOpen Access
ARC Grant codeARC/LP130100880
The development of effective collaborative teacher practice within Innovative Learning Environments (ILEs) in primary schools forms a critical component that might underpin how successfully they operate. For many teachers, this shift into new and shared spatial settings may well coincide with increased levels of openness, visibility, deprivitisation of practice and opportunity to learn from their colleagues. Physical proximity, however, does not guarantee this learning, although professional exposure is perhaps more inherently assured. In such an environment, where does the difference lie between seeing and observing? And what role does feedback play between colleagues? ‘What’s working’ can perhaps therefore be constructed in terms of predominant cultural conditions, shared understandings, and teachers’ capacities to ‘be comfortable being uncomfortable’. This article draws on material from a wider study on teacher collaboration in ILE, and presents findings from data conducted in one of the New Zealand primary schools case study sites. It utilises data collected through interviews with principals and teachers, and observations of teacher teams practicing in ILEs. It reflects the notion that while spatial proximity may well present opportunities for teachers, it also presents complex challenges at the professional, social, and cognitive level.
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