Teacher adaptation to flexible learning environments

被引：15

作者：

Deed, Craig ^{[1
]}

Blake, Damian ^{[2
]}

Henriksen, Joanne ^{[2
]}

Mooney, Amanda ^{[2
]}

Prain, Vaughan ^{[2
]}

Tytler, Russell ^{[2
]}

Zitzlaff, Tina ^{[2
]}

Edwards, Marie ^{[3
]}

Emery, Sherridan ^{[3
]}

Muir, Tracey ^{[3
]}

Swabey, Karen ^{[3
]}

Thomas, Damon ^{[3
]}

Farrelly, Cathleen ^{[1
]}

Lovejoy, Valerie ^{[1
]}

Meyers, Noel ^{[1
]}

Fingland, Doug ^{[4
]}

机构：

[1] La Trobe Univ, Sch Educ, Bendigo, Australia

[2] Deakin Univ, Sch Educ, Geelong, Vic, Australia

[3] Univ Tasmania, Fac Educ, Launceston, Tas, Australia

[4] Anglicare Tasmania, Launceston, Tas, Australia

来源：

LEARNING ENVIRONMENTS RESEARCH | 2020年 / 23卷 / 02期

基金：

澳大利亚研究理事会;

关键词：

Case study; Educational change; Flexible learning environment; Personalised learning; Teacher adaptation; Teaching practice; PERSONAL PRACTICAL KNOWLEDGE; PROFESSIONAL KNOWLEDGE; AGENCY; FOUNDATIONS; CONTEXTS; SYSTEMS;

D O I：

10.1007/s10984-019-09302-0

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：153 / 165

页数：13

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