Personalised Learning in the Open Classroom: The Mutuality of Teacher and Student Agency

Autor/inn/en	Deed, Craig; Cox, Peter; Dorman, Jeffrey; Edwards, Debra; Farrelly, Cathleen; Keeffe, Mary; Lovejoy, Valerie; Mow, Lucy; Sellings, Peter; Prain, Vaughan; Waldrip, Bruce; Yager, Zali
Titel	Personalised Learning in the Open Classroom: The Mutuality of Teacher and Student Agency
Quelle	In: International Journal of Pedagogies and Learning, 9 (2014) 1, S.66-75 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1833-4105
DOI	10.1080/18334105.2014.11082020
Schlagwörter	Student Empowerment; Professional Autonomy; Individualized Instruction; Case Studies; Teaching Methods; Teacher Attitudes; Technology Uses in Education; Educational Technology; Models; Teacher Student Relationship; Interaction; Expectation; Student Attitudes; Problem Solving; Small Group Instruction; Student Participation; Observation; Foreign Countries; Secondary School Students; Interviews; Video Games; Design; Student Projects; Learning Strategies; Australia + Suchen Sie Ihr Suchwort? Studienberechtigung; Berufsfreiheit; Individualisierender Unterricht; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Analogiemodell; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Expectancy; Erwartung; Schülerverhalten; Problemlösen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Beobachtung; Ausland; Sekundarschüler; Interviewing; Interviewtechnik; Video game; Videospiel; Videospiele; Schulprojekt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Australien
Abstract	In this paper we examine how agency is characterised by teachers and students when personalised learning is enacted in the contemporary open classroom. A case study is outlined that identifies teacher reasoning for practice, the use of physical and virtual learning spaces, and student reaction to teacher facilitation of personalised learning. Agency is conceptualized as a multi-faceted set of behavioural, affective and cognitive choices, as realised by both teachers and students, drawing upon the action possibilities of contemporary educational contexts. A model of the mutuality of teacher and student agency is outlined. The model shows how a shared understanding of the affordances of flexible learning spaces and personalised learning interact to both produce teacher and student expectations and perceptions of their own and other's choices and actions. Specific student choices and actions are examined in relation to problem-solving and open access of resources to achieve the task requirements. Implications are noted for teaching and learning in modern school contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01