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Teachers interpretive negotiations and learning environmental competence
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies. (ROLE)ORCID iD: 0000-0002-0331-8482
KU Leuven, Centre for Innovation and the Development of Teacher and School.
2019 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Several studies point to teachers’ lack of environmental competence in achieving an optimal use of the physical space. Other studies point to a gap in the research literature about teacher agency, the school culture and the school’s learning environment. To address these challenges, the OECD has published reports on 21st century learning environments that present and analyse the best present learning environments. This paper offers a theoretical framework that both problematizes and nuances the notion of teachers’ lack of competence in learning environments. In this paper we suggest that combining spatial theory, sense-making theory and a micropolitical perspective provides a useful theoretical framework that enables a more nuanced understanding of teachers’ agency in redesigned learning environments. 

Place, publisher, year, edition, pages
2019.
National Category
Didactics
Identifiers
URN: urn:nbn:se:hig:diva-29412OAI: oai:DiVA.org:hig-29412DiVA, id: diva2:1301352
Conference
The American Educational Research Association (AERA) annual meeting, April 5-9, 2019, Toronto, Canada
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-08-09Bibliographically approved

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Grannäs, Jan

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf