Teachers' Socio-Spatial Practice in Innovative Learning Environments

Autor/inn/en	Lai, Chun; Huang, Yvonne Xianhan; Lam, Tungfei
Titel	Teachers' Socio-Spatial Practice in Innovative Learning Environments
Quelle	In: Cambridge Journal of Education, 50 (2020) 4, S.521-538 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lai, Chun) ORCID (Huang, Yvonne Xianhan) ORCID (Lam, Tungfei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2020.1736003
Schlagwörter	Educational Innovation; Educational Environment; Secondary School Teachers; Teacher Attitudes; Space Utilization; School Culture; International Schools; Foreign Countries; Classroom Design; Educational Facilities Design; Block Scheduling; Acoustics; Physical Environment; Social Environment; Professional Identity; Hong Kong + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Raumnutzung; Schulkultur; Schulleben; International school; Internationale Schule; Ausland; Klassenraumgestaltung; Block teaching; Blockunterricht; Stundentafel; Akustik; Natürliche Umwelt; Soziales Umfeld; Hongkong
Abstract	Understanding the relationship between innovative learning spaces and teachers' pedagogical and social practices is essential given the increasing investment in innovative learning spaces worldwide. This study examined the socio-spatial practices of a group of teachers at a secondary school in an innovative learning space. Interview responses from 21 teachers revealed that space and social practices co-became through the interplay of the school culture, the physical, social and curriculum structures, and individual teachers' sense-making of the practice. The study found that the cultural and structural systems drove the initial becoming of social practices, and that the individual systems shaped the diversified nature of the becoming. The findings suggest the importance of supporting teachers' sense-making in terms of conceptions of subject teaching, professional identity, the affordances and constraints of the space and confidence in and capacity of constructing and managing effective learning experience in the space, when effecting educational changes with space. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01