Transforming Classrooms: A Case Study of Aligning the Physical and Pedagogical School Learning Environments

• In Event: Advances in Learning Environments Research

Abstract

The objective of the study was to support teacher-led inquiry in evaluating pedagogical practices in the prototype learning spaces of one secondary school in metropolitan Melbourne, Australia. Drawing on data from several mixed method sources, this paper provides an in-depth case study of two teachers. The findings provide important implications on the importance of the alignment between the pedagogical and physical learning environments, the significance of professional learning in enhancing teachers’ spatial competency and underscores the relevance of including teachers’ voice in the design of school learning environments. Future inquiry should focus on scaling up the professional learning across the whole school community, and gathering longitudinal data that examine how teachers’ practice and their self-efficacy transform over time.

Author

• Marian Mahat, University of Melbourne