Teacher adaptation to open learning spaces

Issues in Educational Research, 23(3), 2013 315 Teacher adaptation to open learning spaces Scott Alterator and Craig Deed La Trobe University The open classroom emerged as a reaction against the industrial-era enclosed and authoritarian classroom. Although contemporary school architecture continues to incorporate and express ideas of openness, more research is needed about how teachers adapt to new and different built contexts. Our purpose is to identify Teacher reaction to the affordances of open space learning environments. We outline a case study of Teacher perceptions of working in new open plan school buildings. The case study demonstrates that affordances of open space classrooms include flexibility, visibility and scrutiny, and a de-emphasis of authority; Teacher reactions included collective practice, team orientation, and increased interactions and a democratisation of authority. We argue that Teacher reaction to the new open classroom features adaptability, intensification of day-to-day practice, and intra- and inter-personal knowledge and skills.

318 Teacher adaptation to open learning spaces The teacher’s thinking and practice, their engagement with the multiple perspectives about effective learning environments and related pedagogy, is a key influence in the effective

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  Open, Learning, Teacher, Space, Adaptation, Teacher adaptation to open learning spaces

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