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Teacher adaptation to flexible learning environments

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Abstract

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.

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Acknowledgements

This study was funded by an Australian Research Council project entitled Improving Regional Low SES Students’ Learning and Wellbeing.

Funding

Funding was provided by Australian Research Council (Grant No. LP150100558).

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Authors and Affiliations

  1. School of Education, La Trobe University, Bendigo, Australia

    Craig Deed, Cathleen Farrelly, Valerie Lovejoy & Noel Meyers

  2. School of Education, Deakin University, Geelong, Australia

    Damian Blake, Joanne Henriksen, Amanda Mooney, Vaughan Prain, Russell Tytler & Tina Zitzlaff

  3. Faculty of Education, University of Tasmania, Launceston, Australia

    Marie Edwards, Sherridan Emery, Tracey Muir, Karen Swabey & Damon Thomas

  4. Anglicare Tasmania, Launceston, Australia

    Doug Fingland

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  1. Craig Deed
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  2. Damian Blake
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  4. Amanda Mooney
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Correspondence to Craig Deed.

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Deed, C., Blake, D., Henriksen, J. et al. Teacher adaptation to flexible learning environments. Learning Environ Res 23, 153–165 (2020). https://doi.org/10.1007/s10984-019-09302-0

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