In this paper we examine how agency is characterised by teachers and students when personalised learning is enacted in the contemporary open classroom. A case study is outlined that identifies teacher reasoning for practice, the use of physical and virtual learning spaces, and student reaction to teacher facilitation of personalised learning. Agency is conceptualised as a multi-faceted set of behavioural, affective and cognitive choices, as realised by both teachers and students, drawing upon the action possibilities of contemporary educational contexts. A model of the mutuality of teacher and student agency is outlined. The model shows how a shared understanding of the affordances of flexible learning spaces and personalised learning interact to both produce teacher and student expectations and perceptions of their own and other's choices and actions. Specific student choices and actions are examined in relation to problem-solving and open access of resources to achieve the task requirements. Implications are noted for teaching and learning in modern school contexts. © eContent Management Pty Ltd.

Item Type:	Refereed Article
Keywords:	Mutuality; Open classrooms; Personalised learning; Problem solving; Student agency; Teacher agency
Research Division:	Education
Research Group:	Curriculum and Pedagogy
Research Field:	Curriculum and Pedagogy Theory and Development
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Pedagogy
UTAS Author:	Waldrip, BG (Professor Bruce Waldrip)
ID Code:	100306
Year Published:	2014
Deposited By:	Research Division
Deposited On:	2015-05-11
Last Modified:	2015-08-27
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