Abstract:
School learning environments have profound implications for teachers and teaching. Schools and school systems around the world are investing in innovative classroom designs and pedagogies, digital technology and new ergonomic furniture that can more readily accommodate the needs of 21st century learners. In Australia alone, new schools are being built and older ones refurbished to meet this need, creating a significant infrastructure spending. Such massive financial investment may be wasted without structured professional learning and development in teachers’ spatial competency.
Responding to the teacher crisis, Australia’s National Teacher Workforce Action Plan laid out the priority areas to attract, train and retain more teachers (Department of Education, 2022). Specifically, there is a call for a national campaign to elevate the teaching profession and retain current teachers through developing and supporting career pathways and access to quality teachers’ professional learning and development aligned to the Australian Professional Standards for Teachers. Enhancing teachers’ professionalism though professional learning and development is particularly critical and important for Australia as more and more are choosing not to enter teaching. Research concerning professional learning and development in the national and local contexts is needed, as recent findings suggest that Australian teachers are motivated most by improving their own practice for improved student outcomes, and least by fulfilling compulsory administrative requirements (Australian Institute for Teaching and School Leadership [AITSL], 2023).
This presentation describes a study to gather Victorian teacher’s perspectives of effective spatially oriented professional learning and development practices. The aim is to identify the professional learning needs and preferences of Victorian teachers, and develop a professional learning framework on spatial competency that is aligned to the Australian Professional Standards for Teachers. With large sums of money being spent on school building and infrastructure, this study contributes significantly to yield positive social and educational outcomes by supporting Australian teachers with the development of their spatial competency to improve the learning and outcomes of all students. Aligned with the overall theme of the conference, this presentation builds increased knowledge for teachers’ ongoing professional learning and development, taking into considerations the impacts to educational practice, policy, and research in shaping the future of education.
References
AITSL. (2023). High-Quality Professional Learning for Australian school teachers and school leaders. Retrieved from: https://www.aitsl.edu.au/research/spotlights/high-quality-professional-learning-for-australian-teachers-and-school-leaders
Department of Education. (2022). The National Teacher Workforce Action Plan. Retrieved from: https://www.education.gov.au/teaching-and-school-leadership/resources/national-teacher-workforce-action-plan-publication
Responding to the teacher crisis, Australia’s National Teacher Workforce Action Plan laid out the priority areas to attract, train and retain more teachers (Department of Education, 2022). Specifically, there is a call for a national campaign to elevate the teaching profession and retain current teachers through developing and supporting career pathways and access to quality teachers’ professional learning and development aligned to the Australian Professional Standards for Teachers. Enhancing teachers’ professionalism though professional learning and development is particularly critical and important for Australia as more and more are choosing not to enter teaching. Research concerning professional learning and development in the national and local contexts is needed, as recent findings suggest that Australian teachers are motivated most by improving their own practice for improved student outcomes, and least by fulfilling compulsory administrative requirements (Australian Institute for Teaching and School Leadership [AITSL], 2023).
This presentation describes a study to gather Victorian teacher’s perspectives of effective spatially oriented professional learning and development practices. The aim is to identify the professional learning needs and preferences of Victorian teachers, and develop a professional learning framework on spatial competency that is aligned to the Australian Professional Standards for Teachers. With large sums of money being spent on school building and infrastructure, this study contributes significantly to yield positive social and educational outcomes by supporting Australian teachers with the development of their spatial competency to improve the learning and outcomes of all students. Aligned with the overall theme of the conference, this presentation builds increased knowledge for teachers’ ongoing professional learning and development, taking into considerations the impacts to educational practice, policy, and research in shaping the future of education.
References
AITSL. (2023). High-Quality Professional Learning for Australian school teachers and school leaders. Retrieved from: https://www.aitsl.edu.au/research/spotlights/high-quality-professional-learning-for-australian-teachers-and-school-leaders
Department of Education. (2022). The National Teacher Workforce Action Plan. Retrieved from: https://www.education.gov.au/teaching-and-school-leadership/resources/national-teacher-workforce-action-plan-publication