This paper analyses the move by an Australian university faculty to a new building featuring open plan and alternative workspaces. Through the lens of the theory of practice architectures, the paper examines how the new built spaces both enabled and constrained the professional learning practices of academics. Drawing on a case study of the…

Planning and implementing teacher professional development is a process of engaging in organisational learning and change. Yet our planning and implementation of professional development is at times a series of one-off sessions and can be quite ad hoc. This paper argues that teacher learning takes place not only through formal sessions but also…