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15-11-2019 | Original Paper

Teacher adaptation to flexible learning environments

Authors: Craig Deed, Damian Blake, Joanne Henriksen, Amanda Mooney, Vaughan Prain, Russell Tytler, Tina Zitzlaff, Marie Edwards, Sherridan Emery, Tracey Muir, Karen Swabey, Damon Thomas, Cathleen Farrelly, Valerie Lovejoy, Noel Meyers, Doug Fingland

Published in: Learning Environments Research | Issue 2/2020

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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.

next article Psychometric properties of a Chinese version of the Constructivist Learning Environment Survey among secondary-school students in Hong Kong

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Title: Teacher adaptation to flexible learning environments
Authors: Craig Deed
Damian Blake
Joanne Henriksen
Amanda Mooney
Vaughan Prain
Russell Tytler
Tina Zitzlaff
Marie Edwards
Sherridan Emery
Tracey Muir
Karen Swabey
Damon Thomas
Cathleen Farrelly
Valerie Lovejoy
Noel Meyers
Doug Fingland
Publication date: 15-11-2019
Publisher: Springer Netherlands
Published in: Learning Environments Research / Issue 2/2020
Print ISSN: 1387-1579
Electronic ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-019-09302-0

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