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dc.contributor.authorBradbeer, Cen_US
dc.date.available2017-09-05T03:21:15Z
dc.date.issued2016en_US
dc.identifier7en_US
dc.identifier.citationBradbeer, 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 - 64en_US
dc.identifier.urihttp://hdl.handle.net/11343/191850
dc.description.abstractThe 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.
dc.publisherLEaRN, University of Melbourneen_US
dc.sourceWhat's Working? 2016en_US
dc.titleI can see clearly now the wall Is gone: Situated Professional Learning in a Collaborative Innovative Learning Environmenten_US
dc.typeConference Proceeding
melbourne.affiliation.departmentArchitecture, Building and Planning
melbourne.affiliation.departmentMelbourne Graduate School of Education
melbourne.source.titleInforming education theory, design and practice through learning environment evaluationen_US
melbourne.source.pages55 - 64en_US
melbourne.identifier.arcLP130100880
melbourne.elementsid1231357
melbourne.contributor.authorBradbeer, Christopher
melbourne.accessrightsOpen Access


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