Journal article
Teacher adaptation to flexible learning environments
Learning environments research, Vol.23(2), pp.153-165
07/2020
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Abstract
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.
Details
- Title
- Teacher adaptation to flexible learning environments
- Creators
- Craig Deed - La Trobe UniversityDamian Blake - Deakin UniversityJoanne Henriksen - Deakin UniversityAmanda Mooney - Deakin UniversityVaughan Prain - Deakin UniversityRussell Tytler - Deakin UniversityTina Zitzlaff - Deakin UniversityMarie Edwards - University of TasmaniaSherridan Emery - University of TasmaniaTracey Muir - University of TasmaniaKaren Swabey - University of TasmaniaDamon Thomas - University of TasmaniaCathleen Farrelly - La Trobe UniversityValerie Lovejoy - La Trobe UniversityNoel Meyers - La Trobe UniversityDoug Fingland - Anglicare (Tasmania, Launceston)
- Publication Details
- Learning environments research, Vol.23(2), pp.153-165
- Publisher
- Springer Nature
- Number of pages
- 13
- Grant note
- Funding was provided by Australian Research Council (Grant No. LP150100558).
- Identifiers
- 991013393946902368
- Copyright
- © Springer Nature B.V. 2019.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article