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Teacher adaptation to flexible learning environments

journal contribution
posted on 01.07.2020, 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 Fingland
Teaching 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 research

Volume

23

Issue

2

Pagination

153 - 165

Publisher

Springer

Location

Dordrecht, The Netherlands

ISSN

1387-1579

eISSN

1573-1855

Language

eng

Publication classification

C1 Refereed article in a scholarly journal