Pedagogy and Partnerships in Innovative Learning Environments: Case Studies from New Zealand Contexts

Description

​This 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. Acknowledgements Contents Part I Background 1 Introduction Introduction The Book’s Focus Section 1. Background (Chapters 1–3) Section 2. Possibilities for Spaces (Chapters 4–7) Section 3. Possibilities for Pedagogies and Practices (Chapters 8–12) Section 4. Possibilities for Partnerships (Chapters 13–15) Section 5. Conclusion References 2 An Historical Perspective of Learning Spaces Introduction Enduring Characteristics of Classrooms Impetus for Change: Open Air Schools League The Materiality of Classrooms Precipitating Change Learning Spaces, Change and ‘Making Do’ Making Do in a New Pandemic References 3 Policy and Strategic Directions: Implications for Teacher Learning Introduction Twenty-First-Century Competencies Implications for Teacher Learning Implications for Teacher/school Leadership Innovative Learning Environments ILEs and Initial Teacher Education Conclusion References Part II Possibilities for Spaces 4 The Complexity of Spatial Agency in Innovative Learning Environments Introduction A Move to Non-Traditional Building Design Spatial Practice, Spatial Literacy and Spatial Agency Spatial Ontology The Case Study Spatial Agency as a Socio-Material Construct Cartographies of Power Conclusion References 5 The Space of Possibilities: The Drama Classroom as the First Innovative Learning Environment An Introduction to the Space of Possibilities Defining the Drama Space and the ILE The Old and the New: Pedagogy and Classroom Designing and Embracing the Empty Space: England’s Story Designing and Embracing the Empty Space: Aotearoa New Zealand’s Story The Empty Space as a Symbol of Partnership Drama Pedagogy in the Empty Space Teachers in the Empty Space Students in the Empty Space Conclusion: A Democratic Space for Learning Postscript References 6 No Drama: Making Do and Modern Learning in the Performing Arts Introduction Setting the Scene Positioning Ourselves Positioning Our Pedagogy Research Design Data Generation Data Analysis Teaching in the New Space Physical Space Temporal Space Aesthetic Space A Teaching Moment Discussion Conclusion: Back in the box References 7 Innovative Learning Beyond the Classroom Walls Introduction EOTC and ILEs Study 1: Innovative learning in the GeoCamp (Wairarapa) programme Study 2: Innovative Learning in Marine Conservation Conclusion References Part III Possibilities for Pedagogies and Practices 8 Moving to an Innovative Learning Environment: Exploring Teachers’ Liminal Space Introduction Context Implications of Transition and Change Liminal Space Study Background Research Goal and Questions Research Methods Themes Implications for Pedagogical Practice Collegial Relationships Professional Conversations Vision for the ILE Using Teachers’ Liminal Space Productively Conclusion Future Research Final Thoughts References 9 What We Can Learn When Things “Go Wrong” for Students in Innovation Learning Environments Introduction Physical Space Social Interactions Pedagogy The Study Findings Adapting to ILE What Worked in ILE Thinking About Leaving Key Themes Reflections from Their New School What Can We Learn from These Students? What Is Important in ILEs in Moving from ‘Mismatch’ Towards ‘Match’ for Students and Their Learning? References 10 Te Puna Mātauranga Kiritoa: Teachers’ Collective and Individual Resilience in a Māori Modern Learning Environment Introduction Background: Learning in Māori Immersion Contexts Study Background Findings Learning How to Share Space and Resources Requires Resilience Collaboration Requires Resilience Kaiako Communicating Regularly Builds Resilience Tasks and Choices to Build Resilient Learners Discussion Systems and Structures Collective Resilience: We Individual Resilience: I Closing Remarks References 11 Thinking About the Future for Learning: ILE Realities and Possibilities Introduction Learner-Centred and Responsive Pedagogies Secondary Teachers’ Professional Identity and Pedagogical Practice Digital Technologies in ILEs The Project Activity Theory Findings Discussion Staff Culture and Community Involvement Recommendations for ITE Programme Design Conclusions References 12 ‘Jump in off the Deep End’: Learning to Teach in Innovative Learning Environments on Practicum Introduction Current Landscape: ILE Research and Initial Teacher Education (ITE) Exploring the Forces at Work in an ILE Practicum Through New Materialism The Study Findings: The ILE Practicum Assemblage Learner Agency as a Potent Discursive Force Workshops Responding Pedagogically in the Moment Class Management: Gaze, Doorways and the Agency of Space Positioning PSTs Agentically as Teachers in ILEs Understanding Learner Agency The Impossibility of Full Management ITE Enfolded in the Assemblage References Part IV Possibilities for Partnerships 13 Enacting a Vision: One School’s Transition to Becoming an ILE Introduction What is an ILE? Rationale for ILEs The OECD Innovative Learning Environment Model The Research Context The School The Classrooms and Teachers Data Methods and Collection Research Questions Coding Framework and Data Selection Findings The Learner Virtues and COGs Framework Content (Curriculum) Educators (Teachers) Pedagogy Leadership Resources Use of Information Partnerships Discussion Conclusion References 14 A Portrait of Teaching and Learning in Innovative Learning Environments Introduction Portraiture References 15 Culturally Located Learning: The Potential of ILEs for Māori Student Success Introduction Policy Backdrop The School and the Study ILEs as Potential Environments for Māori Success Turangawaewae—Bringing Partners Together in a Space of Belonging Partnerships: A Collective Journey Spaces Teach Student Success Through Culturally Located Design—Reflections References Part V Conclusion 16 Educational Change and the Social Project of Innovative Learning Environments in Aotearoa New Zealand Learning Environments and Built Pedagogy Stereotypes Innovative Learning Environments Adopting the Lens of ‘Social Project’ The ‘International Movement’ of Innovative Learning Environments Predicaments Concepts Ethos Sedimentation Engagement with Institutions Lived Experience A Schematic History of Learning Environments in Aotearoa New Zealand Historical Predicaments Historical Concepts Historical Ethoi Sedimentation Historical Engagement with Institutions Lived Experience Introducing ‘Innovative Learning Environments’ to Aotearoa New Zealand Engagement with Institutions Predicaments Concepts Ethos Sedimentation Lived Experience Institutionalising Innovative Learning Environments in Aotearoa New Zealand Predicaments Concepts Ethos Sedimentation Engagement with Institutions Lived Experience Conclusion References