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The work presents emerging findings and examines how an evidence-focused, school-based research approach can strengthen teacher learning and practice.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teachers-as-embedded-practitioner-researchers-in-innovative-learning-environments-abstract/598199/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teachers-as-embedded-practitioner-researchers-in-innovative-learning-environments-abstract/598199.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the “Plans to Pedagogy” research programme?","Question",{"text":62,"@type":63},"It is a three-year initiative focused on building teachers’ capacity within schools through practitioner-research that develops spatial learning skills.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do teachers participate in Plans to Pedagogy?",{"text":67,"@type":63},"Teachers act as practitioner-researchers, working alongside colleagues and school leaders to improve pedagogy and to investigate how ILE affordances are designed, built, engaged with, and fully utilised.",{"name":69,"@type":60,"acceptedAnswer":70},"Why does the paper argue that new learning environments require more than facility changes?",{"text":71,"@type":63},"It notes that moving into innovative learning environments does not automatically produce more student-focused teaching; effective use depends on pedagogy and teaching methods.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598199,1792188646,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.887  \nTeachers as Embedded Practitioner-Researchers in Innovative Learning Environments  \nJoanne Blannin*1, Marian Mahat2, Benjamin Cleveland3, Julia E. Morris4 and Wesley Imms2  \n• 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.  \nKeywords: teacher-researchers, applied research, professional development, innovative learning environments, teacher change  \n1 *Corresponding Author. Faculty of Education, Monash University, Australia; [joanne.blannin@unimelb.edu.au](joanne.blannin@unimelb.edu.au).  \n2 Melbourne Graduate School of Education, University of Melbourne, Australia.  \n3 Faculty of Architecture, Building and Planning, University of Melbourne, Australia.  \n4 School of Education, Edith Cowan University, Australia.  \nUčitelji kot praktiki raziskovalci, vključeni v inovativnaučna okolja  \nJoanne Blannin, Marian Mahat, Benjamin Cleveland, Julia E. Morris in Wesley Imms  \n• Prispevek predstavlja in preiskuje raziskovalni program »Plans to Pedagogy«, triletni program, usmerjen h krepitvi učiteljske zmogljivosti v šolah. »Plans to Pedagogy« vključi praktike raziskovalce v razvoj prostorskih učnih sposobnosti pri njih samih in pri njihovih sodelavcih, stem ko se premaknejo v inovativno učno okolje in ga skušajo povsemizkoristiti. Program vključuje učitelje iz osmih šol iz Avstralije in Nove Zelandije. Čeprav še vedno v teku vsak triletni projekt naslavlja potrebe posamezne šole, pri čemer ga podpira obsežnejši, univerzitetno lociran osrednji raziskovalni program. Prispevek prikazuje nastajajoče ugotovitve, ki izhajajo iz »Plans to Pedagogy«, in razpravlja o tem, kaj se uči  \no aplikativnih raziskavah v šolah ter kako lahko raziskovalno usmerjen pristop k strokovnemu učenju izboljša izobraževanje in prakso učiteljev.  \nKljučne besede: učitelji raziskovalci, aplikativna raziskava, strokovni razvoj, inovativno učno okolje, učiteljeva sprememba  \nIntroduction and Context  \nThe term innovative learning environments, or ILEs, is increasingly used to describe a school facility design that is characterised by highly flexible spaces, purposeful furniture and other learning space affordances, alongside ubiquitous technology. However, it is a term that also implies a corresponding innovative use of those spaces, via improved pedagogy and student-centred learning. The latter, sometimes described as “twenty-first century learning”and promoted by policy documents such as the Melbourne Declaration (Ministerial Council on Education Employment Training and Youth Affairs, 2008), is proving elusive: evidence exists suggesting that merely moving into ILEs does not automatically create a change to more student-focused pedagogies (Imms, Cleveland, & Fisher, 2016) .  \nIn the last six years, the Australian government has invested AU$16 billion of public funding (Department of Education, Employment and Workplace Relations, 2016) to build innovative learning environments in schools in order to provide multi-modal, technology-infused and flexible learning spaces (Cleveland & Fisher, 2014). It is becoming clear, however, that new learning environments require an understanding of new teaching methods. While building teacher performance has been w","cbCaien6MzYUmJ05","https://ap.wps.com/l/cbCaien6MzYUmJ05","pdf",151199,18,"English","# Introduction and Context\n## Innovative learning environments and pedagogy\n## Plans to Pedagogy research programme\n## Practitioner-led research approach","[{\"question\":\"What is the “Plans to Pedagogy” research programme?\",\"answer\":\"It is a three-year initiative focused on building teachers’ capacity within schools through practitioner-research that develops spatial learning skills.\"},{\"question\":\"How do teachers participate in Plans to Pedagogy?\",\"answer\":\"Teachers act as practitioner-researchers, working alongside colleagues and school leaders to improve pedagogy and to investigate how ILE affordances are designed, built, engaged with, and fully utilised.\"},{\"question\":\"Why does the paper argue that new learning environments require more than facility changes?\",\"answer\":\"It notes that moving into innovative learning environments does not automatically produce more student-focused teaching; effective use depends on pedagogy and teaching methods.\"}]","Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments - Abstract | PDF",1792086470,45]