Teacher adaptation to open learning spaces
Year: 2013
Type: article
Abstract: 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.
Source: Issues in educational research
Authors: Scott Alterator, Craig Deed
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2104596253