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While learning environment is thought to play a significant role as 'third teacher', little research exists to guide schools in the design of space for contemporary learners. Through participatory action research (PAR) and Clark's Mosaic designing approach this qualitative study explored three teachers' experience of transformative learning space design. The findings reveal the complexity of teachers' experience; that disruption of participation fosters transformative thinking and practice; the need for a design framework and professional learning to increase teachers' designing capacity; and that PAR and Mosaic effectively supports collaborative designing. Study findings provide an evidence base for developing a learning environment design framework for primary schools that integrates a shared vision of learning and the principles of Reggio Emilia. The framework will enable school leaders and teachers to create innovative learning environments conducive to contemporary approaches

Teachers Creating the "Third Teacher": An Action Research Approach to Learning Environment Design