Chapter 4: Developing Teachers’ Spatial Competency: A Tripartite Model of Professional Learning and Development

School learning environments exert profound influence on teachers and their teaching practices. With contemporary trends favouring spatial adaptations integrating flexible designs, digital tools, and ergonomic furnishings, classrooms are evolving into environments that better suit the needs of 21st-century learners. These transformations underscore the necessity for structured professional learning and development initiatives targeting teachers' spatial competency. The notion of professional learning and development is pivotal in the ongoing discussions surrounding teacher professionalism and standards, and assumes heightened significance amid the declining attractiveness of the teaching profession. Through synthesising several case studies of spatialised professional learning and development, this chapter advances a multilayered and multifaceted approach to professional learning based on a tripartite model of knowing what, knowing how, and knowing with, which is essential for the development of teacher professionalism, identity, and standards. This chapter concludes by offering pertinent insights for educational systems and schools grappling with the imperative of providing effective professional learning and development frameworks for teachers.