Emerging research shows teachers and architects perceive higher numbers of affordances for learning in innovative learning environments (ILEs) than in traditional classrooms. Yet, offering ILEs alone will not bring about significant changes to teacher practices nor students’ learning experiences. Supporting teachers to perceive and utilise spaces that offer multiple activity settings, such as afforded by ILEs, is important in eliciting pedagogical change. This research explored the development of strategies intended to support teachers to actualise the affordances of ILEs, i.e. take advantage of new learning spaces for effective teaching and learning. An innovative methodological pairing of Participatory Action Research (PAR) and Co-design was employed to explore teachers’ instructional practice development in relation to new learning spaces. The study uncovered insights into current and future practices, where teacher participants planned, enacted, and reflected upon their pedagogical strategies. It was found that empowering teachers to actualise ILE affordances involved generating communities of practice that provided them with the ‘time and space’ to collectively develop their practice.

新兴研究表明，与传统课堂相比，教师和建筑师在创新学习环境 (ILE) 中感知到更多的学习可供性。然而，仅提供 ILE 不会给教师实践或学生的学习体验带来重大变化。支持教师感知和利用提供多种活动设置的空间，例如 ILE 提供的空间，对于引发教学变革很重要。这项研究探索了旨在支持教师实现 ILE 的可供性的策略的发展，即利用新的学习空间进行有效的教学和学习。参与式行动研究 (PAR) 和协同设计的创新方法配对被用于探索与新学习空间相关的教师教学实践发展。该研究揭示了对当前和未来实践的见解，教师参与者计划、制定和反思他们的教学策略。发现授权教师实现 ILE 可供性涉及产生实践社区，为他们提供“时间和空间”来集体发展他们的实践。