Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore

While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. Drawing on an in-depth case study approach, this study examined the impact of a professional learning and action research pilot program to enhance teachers' spatial competency in one government secondary school in Singapore. Findings showed that professional learning can improve teacher knowledge, self-efficacy and mind frames towards more agentic and intentional space usage for teaching and learning. This study makes explicit connections about how a multi-layered professional learning program can support the development of teachers’ spatial competency. • While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. • Professional learning and development can improve teacher knowledge, efficacy and mindsets in use of learning environments for teaching and learning. • Teacher training should integrate spatial competencies as an essential element.