Principals' and teachers' perceptions of Innovative Learning Environments

Smardon, Dianne; Charteris, Jennifer; Nelson, Emily

doi:10.24135/teacherswork.v12i2.181

Cited by 21 publications

(6 citation statements)

References 12 publications

(12 reference statements)

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“…The student teachers were clearly concerned about the level of noise and the lack of management leading to pupils not focusing on their school work which concurs with other research. The noise level and its effect on students being able to concentrate on their learning and hear others in ILEs has been noted in other research focused on ILEs (see, for example, Mealings et al 2015 ; Shield et al 2010 ; Smardon et al 2015 ). I observed and found it hard to keep track of students learning so it was easy for students to get lost or forgotten about.…”

Section: Resultsmentioning

confidence: 69%

“…Management of noise (another source of distraction) in large open-plan classroom spaces has been seen as a key challenge (Mealings et al 2015 ; Shield et al 2010 ; Smardon et al 2015 ), and the current student teachers also commented on this issue. I have found that children struggle to concentrate in ILEs because of the uncontrollable noise levels.…”

Section: Resultsmentioning

confidence: 99%

“…Alongside this, has been the remodelling of existing traditional single teacher classrooms into larger adjoining teaching spaces. This has resulted in a resurgence of interest in the development of more flexible open spaces that align to the changing pedagogical beliefs of educators (Charteris and Smardon, 2018 ; Smardon et al 2015 ).…”

Section: Introductionmentioning

confidence: 99%

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Innovative learning environments in New Zealand: Student teachers’ perceptions

Fletcher

Everatt

2021

NZ J Educ Stud

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Innovations in schooling and the architectural design of schools offer the opportunity to re-examine existing pedagogical practices. Graduating teachers need to be ready to teach and conversant with changing school environments and approaches to school organisation. However, there is a dearth of research that explores the student teachers’ perceptions of their experiences on practicum in innovative learning environments (ILEs). This article discusses the perceptions of over 100 student teachers undertaking primary teaching qualifications in New Zealand. An online questionnaire asked for responses to a range of statements about innovative learning environments (ILEs) and teacher education preparation for this type of school environment. Analysis of the findings indicated a wide range of experiences on professional practices, with more experience of ILEs generally leading to more positive perceptions of these environments. Student teachers perceived that more course-based preparation about ILEs was needed, though others perceived that the best way to learn about ILEs was during professional practice placements.

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Section: Resultsmentioning

confidence: 69%

Section: Resultsmentioning

confidence: 99%

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Innovative learning environments in New Zealand: Student teachers’ perceptions

Fletcher

Everatt

2021

NZ J Educ Stud

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“…With research emerging on how teachers negotiate new spatial arrangements of schooling (Alterator & Deed, 2013;Smardon, Charteris, & Nelson, 2015), there is little focus on how student teachers navigate these same spaces. Ryan (2011) notes that "pre-service teachers are expected to make the connections between often-contradictory spaces with little or no guidance on how to negotiate such complex relationships" (p. 881).…”

Section: Innovative Learning Environments and Practicummentioning

confidence: 99%

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

Nelson

Johnson

2017

Waikato Journal of Education

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“…This suggests that any approach connected to 'personalised learning' enacted in New Zealand ILEs will need to address the bicultural tenets of the New Zealand Curriculum (2007) and the broader national context (Smardon, Charteris & Nelson, 2015). Relational pedagogy is considered by these authors to be vital in ILEs, arising from the view that teachers' effective use of students' cultural knowledge and prior knowledge encourages student engagement with learning (Bishop, 2011).…”

Section: Culturally Responsive Pedagogymentioning

confidence: 99%