From Change to Improvement: Space Design of Micro classrooms In the Digital Age

• In Event: Roundtable Session 11
  In Refereed Roundtable Session: Igniting Hope and Innovation: Social-Emotional Leadership and Future-Ready Classrooms

Proposal

In recent years, innovative developments in digital technology have spurred transformations across the field of education (Ruiz et al., 2006). In teacher education, a micro-classroom can be defined as a diminutive, yet highly interactive educational setting meticulously crafted to mirror the complexities of real-world classroom environments for the purpose of training pre-service teachers (Cavanaugh, 2022; Yin, 2021). In the context of digital education, micro-classrooms, as a unique kind of learning space, are undergoing an inevitable structural upgrade in terms of technological equipment and spatial design. Although empirical studies have shown micro-teaching’s effectiveness, there are concerns regarding unrealistic simulations within the classroom. With the onset of the digital era, there is a need to reassess the role of micro-classrooms and explore avenues for improvement.
In China, micro-classrooms serve as vital tools for teacher training and are widely utilised in teacher education to enhance professional development through video analysis (Zhang & Li, 2022). Introduced in the mid-1980s, microteaching became mandatory in curriculum for pre-service students (Tian et al., 2015). Completing a specified duration of microteaching training has since become integral to pre-service teacher programs, highlighting the significant impact of the micro-classroom on the quality of teacher education. It has been argued, however, that existing micro-classroom designs in China must improve, because unchanged spatial structures hinder innovative teaching methods (Zhang & Ren, 2018) and spatial constraints impede seamless information exchange (Wu, 2013). This means that it is imperative to conduct an examination of the prevailing design issues in current micro-classrooms. Proposing improvement strategies for micro-classrooms can effectively bridge the gap between change and improvement, thereby facilitating digital transformation in teacher education.
This study investigates micro-classroom spatial design challenges within the broader digital transformation framework. It employs a case study approach to exemplify these challenges by analyzing microteaching courses conducted at H University in Shanghai, China. The goal is to identify essential design principles necessary for developing efficient micro-classrooms. This research delves into micro-classroom characteristics, shedding light on the relationship between technology and education in promoting training for pre-service teachers. By enhancing the micro-classroom design, this study seeks to advance the pedagogical skill training of teacher education students and elevate the overall quality of teacher education in China. Therefore, this study focuses on the spatial design challenges of micro-classrooms in digital transformation. It seeks to address the following question: what are the issues surrounding space design in micro-classrooms, and what new principles should guide their design in the digital era?
The findings of the study unveil inherent contradictions in the design of the micro-classrooms, encompassing tensions between small and large, the relationship between universality and individuality, the balance between technology supply and demand, and the alignment of behaviourist theory assumptions with the realities of context-driven teaching and learning. This research has value in informing improvements to micro-classrooms, enhancing teacher training, and promoting reflection on the relationship between humans and technology in the digital age.

Authors

• Xiaotong XU

• 媛媛 耿

• Yuxia Peng, Monash University