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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/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/593841/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/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/593841.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the paper?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Where is the study situated and what data is used?",{"text":117,"@type":113},"The case study is situated in Aotearoa/New Zealand and analyzes data from principals who have established NGLE in their school settings.",{"name":119,"@type":110,"acceptedAnswer":120},"Which key characteristics of spatialised professional learning are highlighted?",{"text":121,"@type":113},"The study highlights fostering spatial literacy, professional cross-pollination, co-teaching and peer coaching, deprivatisation, and bespoke professional learning design.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593841,1792192711,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 12 | Article 2 |\n| --- | --- |\n| 2018\u003Cbr>\"Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments.\u003Cbr>Jennifer Charteris\u003Cbr>University of New England, Armidale, Australia, [jcharte5@une.edu.au](jcharte5@une.edu.au)\u003Cbr>Dianne Smardon\u003Cbr>University of New England, Armidale, Australia, [diannesmardon@gmail.com](diannesmardon@gmail.com) |  |\n\nRecommended Citation  \nCharteris, 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).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol43/iss12/2](https://ro.ecu.edu.au/ajte/vol43/iss12/2)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol43/iss12/2](https://ro.ecu.edu.au/ajte/vol43/iss12/2)  \nAustralian Journal of Teacher Education  \n“Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments.  \nJennifer Charteris  \nDianne Smardon  \nUniversity of New England  \nAbstract: There is growing interest in innovative educational space  \ndesign and the relationality of spatialised teaching practices. This  \npaper addresses the characteristics of spatialised professional  \nlearning in newly redesigned or purpose built new generation  \nlearning environments (NGLE). The case study is situated within  \nAotearoa/New Zealand context, a country where there has been  \nconsiderable policy focus and investment in NGLE. Data from  \nprincipals who have established NGLE in their schooling settings is  \nanalysed, with consideration given to the preparation of teachers to  \ntake 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  \nin its contribution to researchers and practitioners in the schooling  \nsector as they consider approaches to professional learning in NGLE.  \nIntroduction  \nAlthough 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)  \nThe ‘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","cbCaiqkmd5pWyUW4","https://ap.wps.com/l/cbCaiqkmd5pWyUW4","pdf",380279,"English","# Abstract\n# Introduction\n## Spatialised teaching practices and the spatial turn\n## Teacher PLD in NGLE\n## The study’s theoretical framing","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"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.\"},{\"question\":\"Where is the study situated and what data is used?\",\"answer\":\"The case study is situated in Aotearoa/New Zealand and analyzes data from principals who have established NGLE in their school settings.\"},{\"question\":\"Which key characteristics of spatialised professional learning are highlighted?\",\"answer\":\"The study highlights fostering spatial literacy, professional cross-pollination, co-teaching and peer coaching, deprivatisation, and bespoke professional learning design.\"}]","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 | PDF",1792078020,48]