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Article: Teachers’ socio-spatial practice in innovative learning environments

TitleTeachers’ socio-spatial practice in innovative learning environments
Authors
KeywordsInnovative learning environment
open learning space
teacher change
space and learning
Issue Date2020
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.asp
Citation
Cambridge Journal of Education, 2020, v. 50 n. 4, p. 521-538 How to Cite?
AbstractUnderstanding the relationship between innovative learning spaces and teachers’ pedagogical and social practices is essential given the increasing investment in innovative learning spaces worldwide. This study examined the socio-spatial practices of a group of teachers at a secondary school in an innovative learning space. Interview responses from 21 teachers revealed that space and social practices co-became through the interplay of the school culture, the physical, social and curriculum structures, and individual teachers’ sense-making of the practice. The study found that the cultural and structural systems drove the initial becoming of social practices, and that the individual systems shaped the diversified nature of the becoming. The findings suggest the importance of supporting teachers’ sense-making in terms of conceptions of subject teaching, professional identity, the affordances and constraints of the space and confidence in and capacity of constructing and managing effective learning experience in the space, when effecting educational changes with space.
Persistent Identifierhttp://hdl.handle.net/10722/287742
ISSN
2023 Impact Factor: 1.8
2023 SCImago Journal Rankings: 1.170
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLai, C-
dc.contributor.authorHuang, YX-
dc.contributor.authorLam, TF-
dc.date.accessioned2020-10-05T12:02:36Z-
dc.date.available2020-10-05T12:02:36Z-
dc.date.issued2020-
dc.identifier.citationCambridge Journal of Education, 2020, v. 50 n. 4, p. 521-538-
dc.identifier.issn0305-764X-
dc.identifier.urihttp://hdl.handle.net/10722/287742-
dc.description.abstractUnderstanding the relationship between innovative learning spaces and teachers’ pedagogical and social practices is essential given the increasing investment in innovative learning spaces worldwide. This study examined the socio-spatial practices of a group of teachers at a secondary school in an innovative learning space. Interview responses from 21 teachers revealed that space and social practices co-became through the interplay of the school culture, the physical, social and curriculum structures, and individual teachers’ sense-making of the practice. The study found that the cultural and structural systems drove the initial becoming of social practices, and that the individual systems shaped the diversified nature of the becoming. The findings suggest the importance of supporting teachers’ sense-making in terms of conceptions of subject teaching, professional identity, the affordances and constraints of the space and confidence in and capacity of constructing and managing effective learning experience in the space, when effecting educational changes with space.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.asp-
dc.relation.ispartofCambridge Journal of Education-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectInnovative learning environment-
dc.subjectopen learning space-
dc.subjectteacher change-
dc.subjectspace and learning-
dc.titleTeachers’ socio-spatial practice in innovative learning environments-
dc.typeArticle-
dc.identifier.emailLai, C: laichun@hku.hk-
dc.identifier.emailHuang, YX: yxhhuang@hku.hk-
dc.identifier.authorityLai, C=rp00916-
dc.identifier.authorityHuang, YX=rp02213-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/0305764X.2020.1736003-
dc.identifier.scopuseid_2-s2.0-85082429514-
dc.identifier.hkuros315441-
dc.identifier.volume50-
dc.identifier.issue4-
dc.identifier.spage521-
dc.identifier.epage538-
dc.identifier.isiWOS:000524043700001-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0305-764X-

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