Patchworks of Professional Practices: Teacher Collaboration in Innovative Learning Environments

Autor/inn/en	Charteris, Jennifer; Wright, Noeline; Trask, Suzanne; Khoo, Elaine; Page, Angela; Anderson, Joanna; Cowie, Bronwen
Titel	Patchworks of Professional Practices: Teacher Collaboration in Innovative Learning Environments
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 7, S.625-641 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Charteris, Jennifer) ORCID (Wright, Noeline) ORCID (Khoo, Elaine) ORCID (Page, Angela) ORCID (Anderson, Joanna) ORCID (Cowie, Bronwen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.1983536
Schlagwörter	Teacher Collaboration; Faculty Development; Figurative Language; Educational Facilities Design; Foreign Countries; Classroom Design; Teaching Methods; Educational Change; Educational Innovation; Alignment (Education); Professional Autonomy; Aspiration; Cross Cultural Studies; Inclusion; Vignettes; Acculturation; Educational Environment; High School Teachers; Curriculum Design; Open Plan Schools; New Zealand; Australia + Suchen Sie Ihr Suchwort? Lehrerkooperation; Ausland; Klassenraumgestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Instructional innovation; Bildungsinnovation; Berufsfreiheit; Streben; Cultural comparison; Kulturvergleich; Inklusion; Akkulturation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrplangestaltung; Open plan school; Open school; Open schools; Offene Schule; Neuseeland; Australien
Abstract	In Australia and Aotearoa New Zealand, the impetus to create open learning spaces that afford spatial and pedagogical flexibility have disrupted the nature of teachers' work. In redesigned education facilities, teachers engage in sophisticated processes of collaboration and ongoing teacher professional learning. Moving from traditional classroom designs brings with it a shift in how knowledge is transmitted, co-produced and engaging with aspirational pedagogy and attending to the power dynamics of students and teachers and teachers as co-collaborators. Using a patchwork metaphor to frame our methodological approach, examples from research projects into teachers' work from across Aotearoa New Zealand and Australia addresses the question: "What is involved in high-quality teacher collaboration in Innovative Learning Environments?" This patchwork of practice is intended to support the work of those charged with researching, reviewing and enhancing collaboration in ILEs. Specifically, dimensions of alignment, acculturation, adaptation, aspiration and agency can inform teacher professional learning and development. By examining the complex conditions of ILEs in a range of projects, where teachers are no longer alone in teaching but contribute to both short-lived and sustained collaborations, we identify examples from research that illustrate new teaching realities in ILEs, and frame possibilities for action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01