Learning to teach in ILEs on practicum: Anchoring practices for challenging times

Nelson, Emily; Johnson, Leigh

doi:10.15663/wje.v22i3.374

Cited by 11 publications

(5 citation statements)

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“…Although there has been much research into the terrain of teacher 'professional learning and development' (PLD) over the last two decades, (Day & Sachs, 2004;Hardy, 2012;Mockler, 2011), less has been written about approaches to PLD in NGLE (Alterator & Deed, 2013;Benade, 2015;Bradbeer, 2016), and what it is that teachers need to learn to equip them to teach in these environments. Less has been written about the preparation of teachers in initial teacher education for spatialised practice (Nelson & Johnson, 2017). As Fisher (2016) points out, "rarely is continuous professional development [or PLD] organised around new generation learning environments" (p. 167).…”

Section: Introductionmentioning

confidence: 99%

"Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments.

Charteris¹,

Smardon²

2018

AJTE

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There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper addresses the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). The case study is situated within Aotearoa/New Zealand context, a country where there has been considerable policy focus and investment in NGLE. Data from principals who have established NGLE in their schooling settings is analysed, with consideration given to the preparation of teachers to take up spatialised practices. The study highlights key characteristics of spatialised PLD practice fostering spatial literacy; professional cross-pollination; co-teaching and peer coaching; deprivatisation and bespoke professional learning design. The value of this research lies in its contribution to researchers and practitioners in the schooling sector as they consider approaches to professional learning in NGLE.

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Section: Introductionmentioning

confidence: 99%

"Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments.

Charteris¹,

Smardon²

2018

AJTE

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“…Similarly, Nelson and Johnson (2017) highlighted the difficulty of discerning the distinct learner attributes and requirements in educational settings that accommodate more students. Moreover, the presence of high levels of noise in the classroom, which can be attributed to both external environmental factors and large class sizes, has been found to have a negative impact on the working memory and learning outcomes of students (Naude & Meier, 2019;Massonnié et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Omani English Classroom Environment: Pre-Service English Language Teachers’ Perspectives

Al Malki,

Al Rushaidi,

Al Saidi

2024

IJLTER

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The United Nations Educational Scientific and Cultural Organization and the Organization for Economic Cooperation and Development called for a conducive learning environment for male and female learners equally. Considering that, this study examined the classroom learning environment in Oman and the differences between Omani female and male English teachers’ classroom environments. This study is based on 60 pre-service English language teachers’ experiences. Utilizing Krueger’s content analysis continuum model to analyze reports and focused-group interviews, the study found that a welcoming, safe environment, teacher-student interaction, and flexibility and innovation lead to conducive learning environments. However, large classes and lack of technological equipment, time constraints, and overreliance on a grammar-translation method are criteria which negatively affect the learning environment. Also, the study found that the differences are attributed to several factors, some of which are related to student-teacher relationship, the materials used, and classroom management. Such investigations contribute significantly to the provision of high-quality education. To optimize student engagement and learning outcomes, it is recommended that educational settings offer flexible seating arrangements, sufficient space, and access to technological resources. The study recommends that teacher training programs enhance future educators’ skills in managing learning environments and developing emotional intelligence, particularly among male teachers. Some of the study’s implications can be considered by English teachers, school stakeholders, and future researchers to improve the current status of learning environments and be aligned with Omani Vision 2040 in relation to education.

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“…La colaboración en Entornos Innovadores de Aprendizaje requiere alineación en prácticas filosóficas y pedagógicas, y cuando el profesorado trabaja estrechamente con personas que tienen filosofías y prácticas diferentes, se da el desafío de tener que replantear creencias fundamentales, para modificarlas o reforzarlas (Charteris et al, 2021). Por ello, se resalta la necesidad de que el profesorado desarrolle, ya desde su formación inicial, y si no es posible, en la formación permanente, habilidades para la planificación colaborativa y enfoques pedagógicos, la enseñanza en equipo y la evaluación interactiva para apoyar de forma más personalizada las necesidades de los estudiantes (Nelson y Johnson, 2017) Por otro lado, los Entornos Innovadores de Aprendizaje se vinculan positivamente con un trabajo multidisciplinar, a partir de estudios que demuestran que cuando las estructuras en una escuela permiten que el profesorado colabore y negocie cuestiones sobre el proceso de enseñanza y aprendizaje, es más probable que desarrollen habilidades para trabajar el currículo de manera interdisciplinar (Charteris et al, 2021). 4.5.…”

Section: Reto 3: Elaborar Programas Educativos Centrados En El Alumno...unclassified

Los Entornos Innovadores de Aprendizaje como respuesta a los retos educativos del siglo XXI

Granda Piñán,

Rojo Bofill

2024

Research in Education & Learning Innovation Archives

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This article reflects on the opportunity presented by Innovative Learning Environments (ILEs) in addressing the challenges of the 21st century. To achieve this, it outlines the characteristics of these learning contexts based on various international and national studies and initiatives, correlating them with the challenges identified in different institutional documents. Innovative Learning Environments represent an educational context designed for pedagogical innovation. While there is no universal definition, they are highlighted as spaces that combine innovative design with student-centered educational practices. Emphasis is placed on flexibility as a key attribute that allows spaces to be adapted for both individual and collective learning, fostering interactivity and creativity. Digital technology, present in these environments, takes on a discrete yet essential role as a resource to support learning. The relationship between Innovative Learning Environments and the educational challenges of the 21st century is highlighted, primarily identifying five of these challenges: global citizenship education, promoting inclusion, developing student-centered educational programs, utilizing multidisciplinary collaborative practices, and fostering well-being in educational environments. In conclusion, Innovative Learning Environments represent an innovative pedagogical approach that incorporates flexibility, discreet technology, and student-centered practices to address current educational challenges, promoting personalized, competency-based, inclusive, and collaborative learning, all within the framework of well-being.

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Learning to teach in ILEs on practicum: Anchoring practices for challenging times

Cited by 11 publications

References 11 publications

"Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments.

"Professional Learning on Steroids”: Implications for Teacher Learning Through Spatialised Practice in New Generation Learning Environments.

Omani English Classroom Environment: Pre-Service English Language Teachers’ Perspectives

Los Entornos Innovadores de Aprendizaje como respuesta a los retos educativos del siglo XXI

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