Phase 2 of the project focuses on the development of resources to inform the design and use of innovative learning spaces. Utilising a range of quantitative and qualitative data collection methods, data was collected in Phase 1 of the study involving 1,300 participants internationally.
The analysis of data identified a common pathway teachers follow in the process of transition from traditional to more innovative learning spaces and practices. What emerged were three phases in the process of creating new learning spaces—early, implementation and consolidation—and the key issues to be addressed, articulated into a Teacher Transition Pathway.
This pathway is highly individualised, both at the school and the teacher levels. While commonalities exist, the reality is each school (and teacher) experiences unique challenges during this transition.
The Teacher Transition Pathway is currently being developed by the ILETC team to provide a framework for strategies and tools and a process for navigating the journey of change. These strategies and tools will include many that have been developed by our research team and project partners as well as those shared with us by schools and education organisations.
We are also conducting Survey 2 to refine the theoretical basis for key elements of the framework.