Professional learning places and spaces: The staffroom as a site of beginning teacher induction and transition

This paper argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. To illustrate the staffroom as a particular place where important professional learning could occur the authors use two narratives based on the lived experiences of two beginning teachers, one in a primary context, the other secondary. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities. At the level of practice we also call for the teaching profession to recognise staffrooms as important sites of professional learning and places that should support induction and mentoring of beginning teachers. Such recognition could enhance the retention, satisfaction, and effectiveness of new and experienced teachers alike.

Situated interpretation in computational creativity

This paper describes, formalizes and implements an approach to computational creativity based on situated interpretation. The paper introduces the notions of framing and reframing of conceptual spaces based on empirical studies as the driver for this research. It uses concepts from situated cognition, and situated interpretation in particular, to be the basis of a formal model of the movement between conceptual spaces. This model is implemented using rules within interacting neural networks. This implementation demonstrates behaviour similar to that observed in studies of human designers.