Issues of teacher professional learning within ‘non-traditional’ classroom environments

Article

Campbell, Matthew, Saltmarsh, Sue, Chapman, Amy and Drew, Christopher. 2013. "Issues of teacher professional learning within ‘non-traditional’ classroom environments." Improving Schools. 16 (3), pp. 209-222. https://doi.org/10.1177/1365480213501057
Article Title

Issues of teacher professional learning within ‘non-traditional’ classroom environments

ERA Journal ID19950
Article CategoryArticle
AuthorsCampbell, Matthew (Author), Saltmarsh, Sue (Author), Chapman, Amy (Author) and Drew, Christopher (Author)
Journal TitleImproving Schools
Journal Citation16 (3), pp. 209-222
Number of Pages14
Year2013
Place of PublicationUnited Kingdom
ISSN1365-4802
1475-7583
Digital Object Identifier (DOI)https://doi.org/10.1177/1365480213501057
Web Address (URL)http://journals.sagepub.com/home/imp
Abstract

In response to the demands of the ‘21st century learner’, classroom environments are increasingly moving
away from traditional models of a single-teacher isolated in their classroom. There is an advent of ‘nontraditional’
environments that challenge long-held practices in teaching. To support these changes there is a
pressing need to create opportunities for professional learning. This article reports on a study undertaken
within three primary schools that had recently adopted ‘non-traditional’ classroom environments. The study aimed to identify how these new spaces were shaping teaching practices and the challenges that they presented for professional learning. This article presents findings from this study with recommendations for how systems and schools can better manage the opportunities presented by these ‘non-traditional’ environments.

Keywordsflexible-learning spaces, professional learning, teacher leadership, teacher practice
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390203. Sociology of education
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsGriffith University
Australian Catholic University
Institution of OriginUniversity of Southern Queensland
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