This presentation explores ways to observe the impact of new learning environments on a teacher’s professional practice. The theory suggests that educational settings are places that shape what people do, how they engage with one another, and how they consequently contribute to teacher identity and behaviour. Despite this general agreement, it is also understood that teachers are taught how to teach curriculum content and pedagogy, but rarely trained on how to use space to advance and support their teaching and maximise learning experiences for students. This is particularly true for teachers well established in their career.
Understanding how or if teachers actively manipulate designed classroom spaces to improve pedagogy, and devising systems to observe this transaction, remains one of the ‘missing links’. This research has sought to bridge the gap through the construction of a teacher spatial behaviour theoretical framework, and the development of an app designed to link teacher spatial behaviour with their learning environment.