Reference : Classroom biographies: Teaching and learning in evolving material landscapes (c. 1960...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
Classroom biographies: Teaching and learning in evolving material landscapes (c. 1960-2015)
Tondeur, Jo mailto [Vrije Universiteit Brussel - VUB]
Herman, Frederik mailto [University of Luxembourg > Luxembourg Center for Contemporary and Digital History (C2DH) > >]
De Buck, Maud [> >]
Triquet, Karen mailto [Vrije Universiteit Brussel - VUB]
European Journal of Education
Blackwell Publishing
Yes (verified by ORBilu)
[en] learning spaces ; classroom materiality ; classroom biographies ; stimulated recall interviews ; pedagogy
[en] Despite growing interest in redesigning the material landscape of education, relatively little is known about the impact of these evolving classrooms. The current study aimed to gain insight into the physical learning environment and the potential pedagogical impacts thereof. A ‘biographical approach’ (c.1963-2015), was used to explore the long-term socio-material landscapes where teachers and pupils, classroom materiality and spatiality, and teaching practices are entangled. Stimulated recall interviews were conducted in Flanders (Belgium) with primary school teachers. Teacher-generated floorplans detailing their material classroom over time, transcribed oral accounts elaborating on these, and supportive data sources were aggregated and thematically analysed. The resulting identification of six key themes shed light on the evolving architectural and infrastructural developments, as well as triggers and teaching impacts thereof amongst the interviewed teachers. Findings show that negative school evaluations urging school intervention, and teachers’ proactive engagement within their classrooms, were the main catalysts of change. Moreover, evolving classroom layouts, in addition to the affordances of upgraded equipment, can be associated to changes in teachers’ practices. It can be concluded that the classroom is becoming an action context as the result of the inextricable mediating agencies identified.
Luxembourg Centre for Contemporary and Digital History (C2DH) > Public History and Outreach (PHO)
Researchers ; Professionals ; Students

File(s) associated to this reference

Fulltext file(s):

Limited access
Backup of Revised_paper_2_Unraveling_Entangled_Spaces_020317.docxPre-print without images and tablesAuthor preprint91.02 kBRequest a copy

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.