Evolving teacher interests in innovative learning environments: impacts of exposure and implications for professional development

Teachers’ practice is increasingly oriented towards designing and working in Innovative Learning Environments (ILE). In-service teachers’ professional development is being designed coherently, sometimes allowing them to experience learning situations in such environments. Two surveys were designed, and validated, to answer to two main questions concerning teachers’ interests and how they evolve once they know ILEs and have this training experience. To get all the information needed, one survey was filled before taking part in the training experience, and the other one after it. 255 answers were received and analyzed to extract several conclusions. Results indicate that teachers, after the training, became increasingly open to embracing more active, participatory methods, integrating more innovative, immersive and interactive technology. They also showed greater interest in how to zone and plan meaningful learning experiences in such environments. Furthermore, the main topics teachers wish to receive further training on relate to designing appropriate learning experiences and selecting suitable methodologies. These findings suggest that engaging teachers in a training experience within an ILE serves as a catalyst for professional development in these topics. The study has implications for both educational administrations and school leaders promoting ILEs.