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Abstract

Teaching practices respond to the prompts, resources and inherent potential of a school’sphysical, social and cultural landscape. This study involved how teachers adapt their practice in response to contemporary fexible learning environments. An Australian case studyfocused on how teachers framed and enacted changes in practice by perceiving action possibilities of the fexible environment and (re)confguring the classroom environment overtime 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 thephases in the adaptation process are awareness, experimentation and coherence.

Item Type:	Article
Authors/Creators:	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
Keywords:	case study, educational change, flexible learning environment, personalised learning, teacher adaptation, teaching practice
Journal or Publication Title:	Learning Environments Research
Publisher:	Springer Netherlands
ISSN:	1573-1855
DOI / ID Number:	https://doi.org/10.1007/s10984-019-09302-0
Copyright Information:	© Springer Nature B.V. 2019
Related URLs:	UTAS Profile: Emery, SG Google Scholar: Muir, T UTAS Profile: Muir, T UTAS Profile: Swabey, K Google Scholar: Thomas, D UTAS Profile: Thomas, D
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