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

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

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

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Research Themes

Society and Culture

Priority Areas

Diverse, equitable, informed and productive communities, schools and workplaces

Included in

Education Commons

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