Teacher adaptation to flexible learning environments

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 fexible learning environments. An Australian case study focused on how teachers framed and enacted changes in practice by perceiving action possibilities of the fexible environment and (re)confguring 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.