Evolving teacher interests in innovative learning environments: impacts of exposure and implications for professional development.
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| Title: | Evolving teacher interests in innovative learning environments: impacts of exposure and implications for professional development. |
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| Authors: | Granda-Pinan, Amelia R.1 amelia.granda@uv.es, Lozano, Óscar R.2 |
| Source: | Journal of E-Learning & Knowledge Society. Apr2026, Vol. 22 Issue 1, p1-14. 14p. |
| Subject Terms: | *Teacher development, *Educational technology, *Dialogic teaching, *School administration, *Classroom environment, *School environment, *Active learning |
| Abstract: | Teachers' practice is increasingly oriented towards designing and working in Innovative Learning Environments (ILE). In-service teachers' professional development is being designed coherently, sometimes allowing them to experience learning situations in such environments. Two surveys were designed, and validated, to answer to two main questions concerning teachers' interests and how they evolve once they know ILEs and have this training experience. To get all the information needed, one survey was filled before taking part in the training experience, and the other one after it. 255 answers were received and analyzed to extract several conclusions. Results indicate that teachers, after the training, became increasingly open to embracing more active, participatory methods, integrating more innovative, immersive and interactive technology. They also showed greater interest in how to zone and plan meaningful learning experiences in such environments. Furthermore, the main topics teachers wish to receive further training on relate to designing appropriate learning experiences and selecting suitable methodologies. These findings suggest that engaging teachers in a training experience within an ILE serves as a catalyst for professional development in these topics. The study has implications for both educational administrations and school leaders promoting ILEs. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of E-Learning & Knowledge Society is the property of Italian e-Learning Society / Societa Italiana di e-Learning (SIe-L) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194481773 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evolving teacher interests in innovative learning environments: impacts of exposure and implications for professional development. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Granda-Pinan%2C+Amelia+R%2E%22">Granda-Pinan, Amelia R.</searchLink><relatesTo>1</relatesTo><i> amelia.granda@uv.es</i><br /><searchLink fieldCode="AR" term="%22Lozano%2C+Óscar+R%2E%22">Lozano, Óscar R.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+E-Learning+%26+Knowledge+Society%22">Journal of E-Learning & Knowledge Society</searchLink>. Apr2026, Vol. 22 Issue 1, p1-14. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Dialogic+teaching%22">Dialogic teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teachers' practice is increasingly oriented towards designing and working in Innovative Learning Environments (ILE). In-service teachers' professional development is being designed coherently, sometimes allowing them to experience learning situations in such environments. Two surveys were designed, and validated, to answer to two main questions concerning teachers' interests and how they evolve once they know ILEs and have this training experience. To get all the information needed, one survey was filled before taking part in the training experience, and the other one after it. 255 answers were received and analyzed to extract several conclusions. Results indicate that teachers, after the training, became increasingly open to embracing more active, participatory methods, integrating more innovative, immersive and interactive technology. They also showed greater interest in how to zone and plan meaningful learning experiences in such environments. Furthermore, the main topics teachers wish to receive further training on relate to designing appropriate learning experiences and selecting suitable methodologies. These findings suggest that engaging teachers in a training experience within an ILE serves as a catalyst for professional development in these topics. The study has implications for both educational administrations and school leaders promoting ILEs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of E-Learning & Knowledge Society is the property of Italian e-Learning Society / Societa Italiana di e-Learning (SIe-L) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194481773 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20368/1971-8829/1136075 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Teacher development Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Dialogic teaching Type: general – SubjectFull: School administration Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: School environment Type: general – SubjectFull: Active learning Type: general Titles: – TitleFull: Evolving teacher interests in innovative learning environments: impacts of exposure and implications for professional development. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Granda-Pinan, Amelia R. – PersonEntity: Name: NameFull: Lozano, Óscar R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 18266223 Numbering: – Type: volume Value: 22 – Type: issue Value: 1 Titles: – TitleFull: Journal of E-Learning & Knowledge Society Type: main |
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