Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments

  • Joanne Blannin Faculty of Education, Monash University, Australia
  • Marian Mahat Melbourne Graduate School of Education, University of Melbourne, Australia
  • Benjamin Cleveland Faculty of Architecture, Building and Planning, University of Melbourne, Australia
  • Julia E. Morris School of Education, Edith Cowan University, Australia
  • Wesley Imms Melbourne Graduate School of Education, University of Melbourne, Australia
Keywords: teacher-researchers, applied research, professional development, innovative learning environments, teacher change


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.


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How to Cite
Blannin, J., Mahat, M., Cleveland, B., Morris, J. E., & Imms, W. (2020). Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments. Center for Educational Policy Studies Journal, 10(3), 99-116. https://doi.org/10.26529/cepsj.887