Australian Journal of Teacher Education - Issue 12 - December 2018 - Article 2 - Professional Learning on Steroids: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments

Oct 15, 2026

There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper examines the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). A case study in Aotearoa/New Zealand analyzes data from principals who established NGLE, considering how teachers are prepared to enact spatialised practices. Findings highlight spatial literacy, professional cross-pollination, co-teaching and peer coaching, deprivatisation, and bespoke professional learning design.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Spatialised teaching practices and the spatial turn

Teacher PLD in NGLE

The study’s theoretical framing

Australian Journal of Teacher Education | Volume 43 | Issue 12 | Article 2 | | --- | --- | | 2018
"Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments.
Jennifer Charteris
University of New England, Armidale, Australia, [jcharte5@une.edu.au](jcharte5@une.edu.au)
Dianne Smardon
University of New England, Armidale, Australia, [diannesmardon@gmail.com](diannesmardon@gmail.com) | | Recommended Citation Charteris, J., & Smardon, D. (2018). "Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments.. Australian Journal of Teacher Education, 43 (12). Retrieved from [https://ro.ecu.edu.au/ajte/vol43/iss12/2](https://ro.ecu.edu.au/ajte/vol43/iss12/2) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol43/iss12/2](https://ro.ecu.edu.au/ajte/vol43/iss12/2) Australian Journal of Teacher Education “Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments. Jennifer Charteris Dianne Smardon University of New England 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 spatialisedPLD 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. Introduction Although the design of learning environments have been a focus across Organisation for Economic Cooperation and Development’s (OECD) countries for some years now (OECD, 2013), an emphasis on associated pedagogies and implications of redesigned space is an emerging concern (Author 1, Author 2 & other, 2018). With the drive to develop new generation learning environments (NGLE) (also called Innovative Learning Environments (OECD, 2013)), space has emerged as a salient consideration among practitioners who seek to align pedagogical beliefs and day-to-day practices within schools (Bradbeer, Mahat, Byers, Cleveland, Kvan & Imms, 2017) . It is timely to consider approaches to professional learning and development (PLD) in relation to recent initiatives to redesign or purpose build learning spaces in schools, creating NGLE (Imms, Cleveland & Fisher, 2016) The ‘spatial turn’ has resulted in an examination of how the spatial organisation of classrooms and schooling environments is “integral to the production of the social and not merely its result”(Massey, 1994, p. 4) . The spaces of learning environments are coconstituted through interrelations, always under construction, and embedded in interconnecting material-discursive practices (Mulcahy & Morrison, 2017). McLeod (2014) points out the “burgeoning body” of studies investigating “the emotional, symbolic and pedagogic dimensions of school design and school space”(p. 133) . This corpus of research, she writes,“encompasses how the spatial and material dimensions of schools and educational practices shape the experiences and formation of teacher and student identities, representing changing norms and ideals, and perform vital symbolic and practical wor

FAQs

What is the main focus of the paper?

The paper focuses on how spatialised professional learning is carried out in new generation learning environments (NGLE) and what teachers need to learn to teach in these spaces.

Where is the study situated and what data is used?

The case study is situated in Aotearoa/New Zealand and analyzes data from principals who have established NGLE in their school settings.

Which key characteristics of spatialised professional learning are highlighted?

The study highlights fostering spatial literacy, professional cross-pollination, co-teaching and peer coaching, deprivatisation, and bespoke professional learning design.

Oct 15, 2026

Uploaded by 4398046744996