Teacher Adaptation to Personalized Learning Spaces

Autor/inn/en	Deed, Craig; Lesko, Thomas M.; Lovejoy, Valerie
Titel	Teacher Adaptation to Personalized Learning Spaces
Quelle	In: Teacher Development, 18 (2014) 3, S.369-383 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-5120
DOI	10.1080/13664530.2014.919345
Schlagwörter	Foreign Countries; Educational Environment; Educational Facilities Design; Teacher Empowerment; Adjustment (to Environment); Educational Policy; Case Studies; Interviews; Educational Games; Secondary School Teachers; Teacher Attitudes; Teacher Student Relationship; Independent Study; Secondary School Students; Student Motivation; Australia + Suchen Sie Ihr Suchwort? Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Educational game; Lernspiel; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbststudium; Sekundarschüler; Schulische Motivation; Australien
Abstract	Personalized learning spaces are emerging in schools as a critical reaction to "industrial-era" school models. As the form and function of schools and pedagogy change, this places pressure on teachers to adapt their conventional practice. This paper addresses the question of how teachers can adapt their classroom practice to create personalized learning spaces. Personalized learning spaces draw conceptually from several decades of attempts to personalize learning and open up classrooms, both physically and virtually. They are characterized by deliberate and active interactions between the context, teacher and students. Two case studies are presented of teachers in Australian regional schools reacting to new open plan school buildings by adapting their practice. Key findings discussed are the influence of context on teacher reasoning, and teacher agency when establishing alternative learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10