Palavras-chave
Transição
Desenvolvimento Profissional
Resumo
Esta revisão sistemática da literatura pretende analisar estudos que se debrucem sobre os processos de transição de escolas e professores para Innovative Learning Environments (ILE). Pretende-se responder a três questões de investigação: i) perceber quais os motivos que levam os professores a usar (ou não) um ILE, ii) que aspetos devem ser considerados em processos de formação para o uso de ILE e iii) que motivos podem levar os professores a usar de forma regular e continuada um ILE. Esta pesquisa revelou alguns pressupostos a considerar para uma transição robusta e duradoura para os ILE, tanto centrados nas organizações como ligados ao corpo docente.
Referências
Blackmore, J., & O’Mara, J. (2021). Putting professional learning practice first in innovative learning environments. Studies in Continuing Education, 0(0), 1–15. https://doi.org/10.1080/0158037X.2021.1977921
Blannin, J., Mahat, M., Cleveland, B., Morris, J. E., & Imms, W. (2020). Teachers as embedded practitioner-researchers in innovative learning environments. Center for Educational Policy Studies Journal, 10(3), 99–116. https://doi.org/10.26529/cepsj.887
Carvalho, L., Nicholson, T., Yeoman, P., & Thibaut, P. (2020). Space matters: framing the New Zealand learning landscape. Learning Environments Research, 23(3), 307–329. https://doi.org/10.1007/s10984-020-09311-4
Fletcher, J., Everatt, J., Mackey, J., & Fickel, L. H. (2020). Digital Technologies and Innovative Learning Environments in Schooling: A New Zealand Experience. New Zealand Journal of Educational Studies, 55(1), 91–112. https://doi.org/10.1007/s40841-020-00156-2
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Young, F., Tuckwell, D., & Cleveland, B. (2022). Actualising the affordances of innovative learning environments through co-creating practice change with teachers. Australian Educational Researcher, 49(4), 805–826. https://doi.org/10.1007/s13384-021-00447-7
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