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Teacher adaptation to flexible learning environments
journal contribution
posted on 2020-07-01, 00:00 authored by C Deed, Damian BlakeDamian Blake, Joanne HenriksenJoanne Henriksen, Amanda MooneyAmanda Mooney, Vaughan PrainVaughan Prain, Russell TytlerRussell Tytler, T Zitzlaff, M Edwards, S Emery, T Muir, K Swabey, D Thomas, C Farrelly, V Lovejoy, N Meyers, D FinglandTeaching practices respond to the prompts, resources and inherent potential of a school’s physical, social and cultural landscape. This study involved how teachers adapt their practice in response to contemporary flexible learning environments. An Australian case study focused on how teachers framed and enacted changes in practice by perceiving action possibilities of the flexible environment and (re)configuring the classroom environment over time through their professional agency. An enactment model of teacher adaptation is proposed, based on the case study and the relevant literature. The model suggests that the phases in the adaptation process are awareness, experimentation and coherence.
History
Journal
Learning environments researchVolume
23Issue
2Pagination
153 - 165Publisher
SpringerLocation
Dordrecht, The NetherlandsPublisher DOI
ISSN
1387-1579eISSN
1573-1855Language
engPublication classification
C1 Refereed article in a scholarly journalUsage metrics
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