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AutorenAlterator, Scott; Deed, Craig
TitelReacting to 'Irregular' Learning Environments in a Senior Secondary School
QuelleIn: Curriculum and Teaching, 31 (2016) 2, S.47-69 (23 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0726-416X
DOI10.7459/ct/31.2.04
SchlagwörterEducational Environment; Teaching Methods; Case Studies; Educational Change; Teacher Attitudes; Teacher Role; Foreign Countries; Higher Education; College Students; Semi Structured Interviews; Australia
AbstractModern school design continues to incorporate openness and irregularity as a means of achieving improvement. Irregular learning environments can act as a catalyst for student unsettling and enable possibilities of teacher practice. We outline a case study of teacher adaptation to irregular environments in a senior school setting. We argue that adaptation to irregularity reveals interplay between the systemic and individual responses. System wide adaptation in the case study setting was both a reaction and provocation for teacher adaptation. Subsequent teacher adaptations necessarily incorporated the irregular learning environment as well as the systemic response. We argue that the open structure and nonscripted use of space and time produce both a freedom and transparency. Each contains rewards and risks: collegiality and group-think; sharing and isolation. Moreover, we conclude that teacher adaptability in creating improvement of practice and student outcomes is inextricably linked with alignment of curriculum program, facilities and team autonomy. (As Provided).
AnmerkungenJames Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/05
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