Teacher adaptation to flexible learning environments

Journal article

Deed, Craig, Blake, Damian, Henriksen, Joanne, Mooney, Amanda, Prain, Vaughan, Tytler, Russell, Zitzlaff, Tina, Edwards, Marie, Emery, Sherridan, Muir, Tracey, Swabey, Karen, Thomas, Damon, Farrelly, Cathleen, Lovejoy, Valerie, Meyers, Noel and Fingland, Doug. (2020). Teacher adaptation to flexible learning environments. Learning Environments Research. 23(2), pp. 153-165. https://doi.org/10.1007/s10984-019-09302-0
AuthorsDeed, Craig, Blake, Damian, Henriksen, Joanne, Mooney, Amanda, Prain, Vaughan, Tytler, Russell, Zitzlaff, Tina, Edwards, Marie, Emery, Sherridan, Muir, Tracey, Swabey, Karen, Thomas, Damon, Farrelly, Cathleen, Lovejoy, Valerie, Meyers, Noel and Fingland, Doug
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.

Keywordscase study; educational change; flexible learning environment; personalised learning; teacher adaptation; teaching practice
Year2020
JournalLearning Environments Research
Journal citation23 (2), pp. 153-165
PublisherSpringer Nature B.V.
ISSN1387-1579
Digital Object Identifier (DOI)https://doi.org/10.1007/s10984-019-09302-0
Scopus EID2-s2.0-85075431870
Page range153-165
FunderAustralian Research Council (ARC)
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online15 Nov 2019
Publication process dates
Accepted11 Nov 2019
Deposited19 Jul 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDLP150100558
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