Document Type
Journal Article
Publication Title
Center for Educational Policy Studies Journal
ISSN
18559719
Volume
10
Issue
3
First Page
99
Last Page
116
Publisher
Center for Educational Policy Studies
School
School of Education
RAS ID
32231
Abstract
© 2020, University of Ljubljana. All rights reserved. The paper introduces and explores the Plans to Pedagogy research pro-gramme, 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 indi-vidual school’s needs, while being supported by a more extensive universi-ty-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.
DOI
10.26529/cepsj.887
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Blannin, J., Mahat, M., Cleveland, B., Morris, J. E., & Imms, W. (2020). Teachers as embedded practitioner-researchers in innovative learning environments. CEPS Journal, 10(3), 99-116. https://doi.org/10.26529/cepsj.887