We live in a globalised world which is changing at a rapid pace and is increasingly characterised by environmental and economic uncertainty. To be successful in work and life beyond school, students need a set of cross-functional capabilities that will enable them to adapt to the changing society in which they live. The present research examines the relationship between the 21st Century Learning Design (21CLD) program as a model for professional learning and its impact on innovative teaching practice. Six participating registered teachers in Victoria and Western Australia undertook a survey pertaining to the frequency of innovative teaching practice, the way in which they design learning activities, and their experiences of undertaking the professional learning (21CLD).
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