There is a need for more space competence among teachers, principals and students to release the implicit and rich potential for facilitating teaching and learning in innovative learning environments.
Workshops for teacher trainers should enable the participants to perceive spatial concepts in a new way. The change of spatial concepts will continue to develop and evolve, now and in the future, so that the confrontation with this pedagogical learning task has an acute and long-term existence. Teacher trainers are the decisive target group for an effective redesign of pedagogical concepts and their spatial location, since they come from a teaching/learning tradition and have to break away from this tradition in order to accept and transfer paradigm shifts for themselves in a new generation of training and then offer them to their trainees.
Teacher trainers are at the switchboard for redesigning teaching concepts. They have to teach what they themselves have not (yet) learned, design what they themselves have not (yet) seen. To do this, they must be given space and time for development and the right questions. In this continuousely process, open questions are an important part of the methodology. The innovation is to develop questions with the help of the users in order to develop new spatial concepts to first detach themselves from old learning/spatial processes and secondly to turn to the new learning/spatial processes. Since the rooms are not (yet) known, the learning processes of the participants can only be induced and controlled by the chronology of the questions and the formulation of the questions. Furthermore results are open, as they adapt to the conditions of the participants and their locations. The thinking and learning process is location- and person-bound and should lead to a reflective approach to new learning spaces. The aim is to use the learning spaces creatively and efficiently in order to initiate new learning processes in the sense of a double didactic approach for all participants. Teacher Trainer, teacher students, professional teachers, students and involves
partners therefore become a community of practice.
