Teacher Adaptation to Flexible Learning Environments

Autor/inn/en	Deed, Craig; Blake, Damian; Henriksen, Joanne; Mooney, Amanda; Prain, Vaughan; Tytler, Russell; Zitzlaff, Tina; Edwards, Marie; Emery, Sherridan; Muir, Tracey; Swabey, Karen; Thomas, Damon; Farrelly, Cathleen; Lovejoy, Valerie; Meyers, Noel; Fingland, Doug
Titel	Teacher Adaptation to Flexible Learning Environments
Quelle	In: Learning Environments Research, 23 (2020) 2, S.153-165 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deed, Craig)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-019-09302-0
Schlagwörter	Foreign Countries; Educational Practices; Teaching Methods; Classroom Environment; Prompting; Educational Change; Australia + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Benutzerführung; Bildungsreform; Australien
Abstract	Teaching practices respond to the prompts, resources and inherent potential of a school's physical, social and cultural landscape. This study involved how teachers adapt their practice in response to contemporary flexible learning environments. An Australian case study focused on how teachers framed and enacted changes in practice by perceiving action possibilities of the flexible environment and (re)configuring the classroom environment over time through their professional agency. An enactment model of teacher adaptation is proposed, based on the case study and the relevant literature. The model suggests that the phases in the adaptation process are awareness, experimentation and coherence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01