Description
Book SynopsisThis book examines contexts and possibilities in Aotearoa New Zealand education contexts arising from the international trend for open, flexible, innovative learning environments (ILE), specifically on the pedagogical load. The book responds to questions such as: What does it mean to teach, learn or lead in an innovative learning environment? What happens when teachers move form single cell learning spaces to open, collaborative ones?
The chapters provide examples of how teaching in new spaces can be an exciting challenge for teachers and students where they try new ways of teaching and learning, and rethink the purposes of learning and the implications of societal change for learning and what is valued. Examples are drawn from pre-service teachers working in primary and secondary schools and in-service teachers learning to become professionals.
The book offers insights into a variety of educational contexts where teachers and students learn and adapt to new learning spaces, and also how different teaching and learning partnerships may be conceived, and flourish. It focuses attention on a range of aspects that teachers, school leaders, and other educators, and researchers may find valuable when they embark on similar initiatives to consider issues pivotal to productive and effective innovative learning environment design, development and implementation.
Table of ContentsPart 1: Background.- Introduction.- An historical perspective of learning spaces.- Policy and strategic directions: Implications for teacher learning.- Part 2: Possibilities for spaces.- The complexity of spatial agency in innovative learning environments.- The space of possibilities: The drama classroom as the first innovative learning environment.- No drama: Making do and modern learning in the performing arts.- Innovative learning beyond the classroom walls.- Part 3: Possibilities for pedagogies and practices.- Moving to an innovative learning environment: Exploring teachers’ liminal space.- What we can learn when things “go wrong” for students in innovation learning environments.- Te puna mātauranga kiritoa: Teachers’ collective and individual resilience in a māori modern learning environment.- Thinking about the future for learning: ILE realities and possibilities.- ‘Jump in off the deep end’: Learning to teach in innovative learning environments on practicum.- Part 4: Possibilities for partnerships.- Enacting a vision: One school’s transition to becoming an ILE.- A portrait of teaching and learning in innovative learning environments.- Culturally located learning: The potential of ILES for māori student success.- Part 5: Conclusion.- Educational change and the social project of innovative learning environments in Aotearoa New Zealand.
