Faculty of Education - Research Publications

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Author: Bradbeer, Christopher × Author: Byers, Terry × Author: Imms, Wesley × End date: 2019 × Start date: 2010 × Type: Report ×

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    A Systematic Review of the Effects of Innovative Learning Environments on Teacher Mind Frames - Technical Report 5
    Bradbeer, C ; Mahat, M ; Byers, T ; Imms, W (University of Melbourne, LEaRN, 2019)
    The overall objective of the systematic review was to identify studies which provide evidence that innovative learning environments have an effect on teacher mind frames. For this review, an innovative learning environment is defined as the product of innovative design of space and innovative teaching and learning practices (Mahat, Bradbeer, Byers & Imms, 2018). Innovative learning spaces are physical educational facilities designed and built to facilitate the widest array of flexibility in teaching, learning, and social educational activity, while innovative teaching and learning practices are the sum of teaching and learning activities that, in combination, assist in the best possible learning outcomes and learning skills of students required in the 21st century. An innovative learning environment is produced when these two phenomena are successfully merged. Teacher mind frames can be defined as the ways that teachers consciously think about their teaching roles, the content and pedagogical knowledge, which in turn has an impact on their attitudes, actions and decisions that are likely to have significant impacts on student learning (Mahat et al., 2018). Within these parameters, the review identified, collected and synthesised available literature that examined and evaluated the way primary and secondary school teachers considered their role, work, and practice in relation to learning environments.
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    Innovative Learning Environments and Teacher Change: Defining key concepts - Technical Report 3/2018
    Mahat, M ; Bradbeer, C ; Byers, T ; Imms, W (University of Melbourne, LEaRN, 2018)
    The aim of this report is to provide a synthesis of the literature that is relevant to our project and has informed definitions of key constructs. By synthesising scholarly research, together with quantitative findings from the Space, Design and Use Survey (Imms, Mahat, Byers & Murphy, 2017) and qualitative findings from the teacher workshops (Mahat, Grocott & Imms, 2017), this paper advances definitions and characteristics of these concepts pertinent to the current study: Innovative Learning Environments, Teacher Mind Frames and Student Deep Learning. In the context of the ILETC project, these key constructs and definitions frame the study and provide a scope to respond to the project’s key research question, Can altering teacher mind frames unlock the potential of innovative learning environments?