Professional development for new classroom spaces : extending the concerns-based adoption model.

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Autor/Urheber	Haines, Karen
Institution	Edinburgh Napier University in collaboration with Aston University, the Universities of Dundee and Auckland
Titel	Professional development for new classroom spaces : extending the concerns-based adoption model.
Quelle	In: 2051-9788; Haines, K.J. (2018). Professional Development for New Classroom Spaces: Extending the Concerns-Based Adoption Model. Journal of Perspectives on Applied Academic Practice, 6(2), 58-66. doi:https://doi.org/10.14297/jpaap.v6i2.297(2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.14297/jpaap.v6i2.297
Schlagwörter	concerns-based adoption model (CBAM); new collaborative learning spaces; learning spaces; classrooms; teacher development; professional development; 130304 Educational Administration
Abstract	This article outlines how a tertiary institution designed professional development, during the first year of a long-term building initiative, to support teachers moving into new collaborative learning spaces. The Concerns-Based Adoption Model (CBAM) is used to reflect on professional development strategies employed to support teachers into using new classroom spaces. The stages of the CBAM were useful in considering the value of resources created for teacher development. The paper concludes with a discussion as to how effective the model proved to be in relation to teachers' expressed concerns, and suggests expanding the CBAM parameters to reflect the complexity of professional development design for next-generation learning spaces.
Erfasst von	BASE - Bielefeld Academic Search Engine