Teachers' Conceptions about Innovative Learning Environments

This work presents a pilot study related to teachers' conceptions about innovative learning environments. The research methodology used was an exploratory case study with seven teachers that attended the course Innovative Learning Environments of an academic Master's degree. The data presented in this study were collected throughout the course and consisted of students' outcomes and a focus group interview. Participants had no initial experience with the subject, but data analysis revealed the alignment of teachers' conceptions with the characteristics and learning principles of innovative learning environments explored along the course, namely: the change in the role of teacher and student; the use of multiple technological resources; interdisciplinary learning activities; increase in students' motivation and autonomy.