Teachers' Pre-Occupancy Evaluation of Affordances in a Multi-Zone Flexible Learning Environment -- Introducing an Analytical Model

Autor/inn/en	Frelin, Anneli; Grannäs, Jan
Titel	Teachers' Pre-Occupancy Evaluation of Affordances in a Multi-Zone Flexible Learning Environment -- Introducing an Analytical Model
Quelle	In: Pedagogy, Culture and Society, 30 (2022) 2, S.243-259 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frelin, Anneli) ORCID (Grannäs, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1797859
Schlagwörter	Affordances; Educational Environment; Secondary School Teachers; Teacher Attitudes; Classrooms; School Space; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Classroom; Klassenraum; Schulraum; Ausland; Schweden
Abstract	Teaching in new kinds of learning environments could prove challenging, and a successful transition is facilitated by user involvement. This article reports results from the planning and rebuilding phase of a multi-zone flexible learning environment. On two occasions, one virtual and one on-site walk-through, two groups of secondary school teachers conducted pre-occupancy evaluations, indicating possibilities, challenges and activities in the four zones visited. Analyses of their perceptions of affordances, inspired by Gibson, indicated two kinds of material affordances: organisational and educational. Organisational affordances had a major influence on the kinds of educational activities that were described. Rather than coming up with new types of activities, it seemed as though their pre-occupation evaluation of the flexible learning environment made teachers consider new ways of organising the existing activities. An analytical model, TEALE, illustrating teachers' evaluations of learning environments is introduced, and further research on organisational dimensions of learning environments is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11