Teaching in an Inspiring Learning Space: an investigation of the extent to which one school’s innovative learning environment has impacted on teachers’ pedagogy and practice

ABSTRACT

In the design and development of new school buildings, areas equipped with state-of-the-art technology and large, flexible spaces intended for collaborative teaching and learning are becoming increasingly common. This is in line with an understanding that this kind of learning environment reflects the contexts for work young learners are likely to meet and that such contexts enhance their learning experiences. By exploring teachers’ thinking about the Inspiring Learning Space created in one school in Scotland, this paper explores how the space has invited teachers to consider their pedagogies in new ways, as well as some of the obstacles that have problematised their use of the space. Findings show that one of the key successes of the space has been in raising consciousness amongst teachers in relation to the ambitions and expectations of a skills-focussed curriculum, whilst allowing those who have chosen to use the space to explore the most meaningful and effective ways to engage learners there.

KEYWORDS:

• Learning environments
• curriculum
• pedagogy
• teacher development
• technology

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Louise Campbell

Dr Louise Campbell is a Lecturer in Education at the University of Dundee, Dundee, Scotland. She currently teaches on a number of undergraduate and postgraduate Education programmes. Her research interests include creative pedagogies, literacy across learning and teacher professionalism. She is a former secondary school teacher with extensive classroom and new teacher mentoring experience, gained over ten years working in Scottish secondary schools.