Aiming for Success through a Qualitative Examination of Educator Perceptions of Flexible Learning Spaces

Abstract

Flexible learning spaces are common in schools in Victoria, Australia, as is the practice of inclusive education. More research is required into teachers’ perceptions about these flexible learning spaces and effective pedagogical approaches to supporting all students in these classrooms. Teacher education institutions also need to ensure pre-service teachers are prepared to teach in these spaces. A qualitative design was used, and interviews were conducted with seven educators to gain insights into their experiences and thoughts on teaching in the flexible learning space. Three main themes emerged: collaboration and relationships, the pedagogical implications and the actual physical space. The findings of this study will be useful for both teacher educators and educational planners, as we move into the next decade of learning and teaching.