Teaching in a Non-Traditional Classroom: Experiences from a Teacher-Initiated Design Project

Autor/inn/en	Rönnlund, Maria; Bergström, Peter; Tieva, Åse
Titel	Teaching in a Non-Traditional Classroom: Experiences from a Teacher-Initiated Design Project
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 7, S.587-601 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rönnlund, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.1977274
Schlagwörter	Foreign Countries; Secondary Education; Secondary School Students; Nontraditional Education; Educational Environment; Physical Environment; Student Centered Learning; Teaching Methods; Active Learning; Cooperative Learning; Classroom Communication; Classroom Environment; Space Utilization; Attention Control; Interaction; Sweden + Suchen Sie Ihr Suchwort? Ausland; Sekundarbereich; Sekundarschüler; Non-traditional education; Alternative Erziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Natürliche Umwelt; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Kooperatives Lernen; Klassengespräch; Klassenklima; Unterrichtsklima; Raumnutzung; Aufmerksamkeitstest; Interaktion; Schweden
Abstract	This participatory design-based research study addresses the relational character of the physical learning environment and pedagogical practice in the context of a design project carried out at a Swedish upper secondary school. Three teachers initiated the project with the intent to introduce student centred pedagogy and increase active learning. In collaboration with the research team, they designed and furnished a classroom supportive for communication and intense interaction between students, and where students and teachers could work and construct knowledge together. Drawing on observations, video recordings and design conversations with the teachers, the analysis, which is inspired by Actor Network Theory, concentrates on the six month period when the teachers started to teach in the new classroom with focus on their experiences, asking what they experienced as advantageous and challenging. Considering the new learning environment as a network of socio-material relations consisting of a) physical and spatial agents, b) organisational structural agents, and c) teacher/teaching agents, we conclude that whereas some actors corresponded well and contributed to a well-coordinated classroom practice facilitating the project's intentions, some actors contradicted each other and challenged the same intentions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01