Standing to Preach, Moving to Teach: What TAs Learned from Teaching in Flexible and Less-Flexible Spaces

Autor/inn/en	Chen, Victoria; Leger, Andy; Riel, Annie
Titel	Standing to Preach, Moving to Teach: What TAs Learned from Teaching in Flexible and Less-Flexible Spaces
Quelle	In: Collected Essays on Learning and Teaching, 9 (2016), S.187-198 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Teaching Assistants; Classrooms; Undergraduate Students; Classroom Design; Teacher Student Relationship; Space Utilization; Motion; Student Teacher Attitudes; Teacher Effectiveness; Educational Quality; Student Attitudes; Video Technology; Observation; Classroom Environment; Furniture; Teacher Behavior; Online Surveys + Suchen Sie Ihr Suchwort? Classroom; Klassenraum; Klassenraumgestaltung; Teacher student relationships; Lehrer-Schüler-Beziehung; Raumnutzung; Bewegungsablauf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Schülerverhalten; Beobachtung; Klassenklima; Unterrichtsklima; Möbel; Teacher behaviour; Lehrerverhalten
Abstract	This paper examines the effect of the architectural layout of two classrooms (one flexible and one less-flexible) on Teaching Assistants' (TAs) movement and interactions with students. Four TAs from a first-year undergraduate introductory course were chosen for the two studies. In study 1, the TAs taught the same lesson twice to two groups of students on the same day but in different classrooms, thereby controlling for content differences. Study 2 investigated the impacts that flexible and non-flexible spaces have on the same cohort of students, as the TAs continued to teach the same students but the students switched classrooms for the second half of the course, thereby controlling for differences in student participants. From the video analyses, there was a clear difference in how the TAs moved in the classroom and the interactions they had with students. Both TAs and students reported in surveys that there was a difference in their movement in the respective rooms that had an impact on their teaching and learning quality. This finding starts the conversation on how space can affect TAs, in order for TAs to consider how their movement is affected by classroom configurations, and how this change in movement can affect teaching strategies and impact their students' learning (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01