Putting teachers’ “spatial competency” on the professional learning map: An environmental scan

The overarching aim of the report is to map the range of teachers' professional learning and development frameworks currently being used worldwide, and critically, the extent to which any of these addressed teachers’ spatial competency. The underlying intention was to inform the Australian context and provide information to support the development of a spatialised professional learning program. Teachers’ spatial competency is of deep relevance, given the large-scale investment in school infrastructure, and the innovative nature of many of the spaces constructed. Here, “spatial competency” is used as the term to describe the knowledge and skills teachers need to maximise spatially the use of their learning environment.