Physical Pedagogical Environments: Teachers' Views
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| Title: | Physical Pedagogical Environments: Teachers' Views |
|---|---|
| Language: | English |
| Authors: | Theodora Salti, Maria Huhmarniemi, Mirja Hiltunen |
| Source: | New Zealand Journal of Teachers' Work. 2025 22(2):246-266. |
| Availability: | New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Environment, Barriers, Teacher Attitudes, Physical Environment, Foreign Countries, Reggio Emilia Approach, Space Utilization, Classroom Environment, Interdisciplinary Approach, Drama, Music, Art, Furniture, Lighting, Interior Design, Plants (Botany), Color |
| Geographic Terms: | Sweden |
| ISSN: | 1176-6662 |
| Abstract: | The pedagogical environment's significant role in education is viewed as a "third educator" in Reggio Emilia's pedagogical philosophy. This study employs a posthuman theoretical framework and an art-based educational research method to explore how teachers experience the role of physical pedagogical environments, the barriers that may hinder their use, and potential strategies to overcome the obstacles. The study was conducted in Sweden, and thirteen teachers shared their perspectives on physical pedagogical environments. Research data included teachers' drawings, interviews and open-ended questionnaires. Findings reveal that, while teachers recognise the importance of physical pedagogical environments in teaching, they encounter challenges in utilising them effectively and suggest ways to address these obstacles. Continuous education for teachers, inspiring physical learning environments in teacher education, and practical training are essential to fulfil the potential and enhance the use of physical pedagogical environments in accordance with the posthuman paradigm. [Note: The page range (247-266) shown in the citation on the PDF is incorrect. The correct page range is 246-266.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491542 |
| Database: | ERIC |
| Abstract: | The pedagogical environment's significant role in education is viewed as a "third educator" in Reggio Emilia's pedagogical philosophy. This study employs a posthuman theoretical framework and an art-based educational research method to explore how teachers experience the role of physical pedagogical environments, the barriers that may hinder their use, and potential strategies to overcome the obstacles. The study was conducted in Sweden, and thirteen teachers shared their perspectives on physical pedagogical environments. Research data included teachers' drawings, interviews and open-ended questionnaires. Findings reveal that, while teachers recognise the importance of physical pedagogical environments in teaching, they encounter challenges in utilising them effectively and suggest ways to address these obstacles. Continuous education for teachers, inspiring physical learning environments in teacher education, and practical training are essential to fulfil the potential and enhance the use of physical pedagogical environments in accordance with the posthuman paradigm. [Note: The page range (247-266) shown in the citation on the PDF is incorrect. The correct page range is 246-266.] |
|---|---|
| ISSN: | 1176-6662 |
