Professional development for new classroom spaces : extending the concerns-based adoption model
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Other Title
Authors
Haines, Karen
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2018
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
concerns-based adoption model (CBAM)
new collaborative learning spaces
learning spaces
classrooms
teacher development
professional development
new collaborative learning spaces
learning spaces
classrooms
teacher development
professional development
ANZSRC Field of Research Code (2020)
Citation
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
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.
Publisher
Edinburgh Napier University in collaboration with Aston University, the Universities of Dundee and Auckland
Permanent link
Link to ePress publication
DOI
https://doi.org/10.14297/jpaap.v6i2.297
Copyright holder
© 2018 Journal of Perspectives in Applied Academic Practice
Copyright notice
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License