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Teacher adaptation to flexible learning environments


Deed, C and Blake, D and Henriksen, J and Mooney, A and Prain, V and Tytler, R and Zitzlaf, T and Edwards, M and Emery, SG and Muir, T and Swabey, K and Thomas, D and Farrelly, C and Lovejoy, V and Meyers, N and Fingland, D, Teacher adaptation to flexible learning environments, Learning Environments Research pp. 1-13. ISSN 1573-1855 (2019) [Refereed Article]

Copyright Statement

© Springer Nature B.V. 2019

DOI: doi:10.1007/s10984-019-09302-0


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.

Item Details

Item Type:Refereed Article
Keywords:case study, educational change, flexible learning environment, personalised learning, teacher adaptation, teaching practice
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Curriculum and pedagogy theory and development
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Edwards, M (Mrs Marie-Christina Edwards)
UTAS Author:Emery, SG (Dr Sherridan Emery)
UTAS Author:Muir, T (Associate Professor Tracey Muir)
UTAS Author:Swabey, K (Professor Karen Swabey)
UTAS Author:Thomas, D (Dr Damon Thomas)
ID Code:135842
Year Published:2019
Funding Support:Australian Research Council (LP150100558)
Deposited By:Education
Deposited On:2019-11-18
Last Modified:2020-06-23

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