Entering the TARDIS: Exploring the Working Space of a Teacher

Abstract

Studies of learning spaces commonly focus on post-occupancy evaluations of building performance (Cleveland & Fisher, 2014), and in reference to use, on the relationship between the physical space and student outcomes (Blackmore, Bateman, Loughlin, O’Mara & Aranda, 2011). However, the school is not only a (student) learning space, but also a (teacher) working space. This perspective appears to be under-reported, with the voice and experiences of the teacher in danger of being marginalised in spatial evaluations. In particular, specialist teachers seem to be silent participants, with a ‘generic’ teacher being the representative of the profession. This presentation draws on a pilot study that explores, using an observational metric tool and participant art specialist interviews, teacher topologies in the art room. This pilot study will lead to research that develops evidence concerning the similarities or differences between subject-specific teacher use of space, the relevance of this phenomenon to our current understandings, and, through teacher voice, will inform that previously elusive concept of subject-specific utilisation of learning spaces.