Teachers as embedded practitioner-researchers in innovative learning environments.

Autor/inn/en	Blannin, Joanne; Mahat, Marian; Cleveland, Benjamin; Morris, Julia E.; Imms, Wesley
Titel	Teachers as embedded practitioner-researchers in innovative learning environments. Paralleltitel: Ucitelji kot praktiki raziskovalci, vkljuceni v inovativnaucna okolja.
Quelle	In: CEPS journal, 10 (2020) 3, S. 99-116Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.887
URN	urn:nbn:de:0111-pedocs-207899
Schlagwörter	Bildungsforschung; Empirische Forschung; Angewandte Forschung; Schule; Lehrer; Lernumgebung; Raumdidaktik; Projekt; Universität; Innovation; Kooperation; Theorie-Praxis-Beziehung; Forscher; Australien
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1