Fletcher Jo, Everatt John
College of Education, Health and Human Development, University of Canterbury, Christchurch, New Zealand.
N Z J Educ Stud. 2021;56(Suppl 1):81-101. doi: 10.1007/s40841-021-00195-3. Epub 2021 Mar 16.
Innovations in schooling and the architectural design of schools offer the opportunity to re-examine existing pedagogical practices. Graduating teachers need to be ready to teach and conversant with changing school environments and approaches to school organisation. However, there is a dearth of research that explores the student teachers' perceptions of their experiences on practicum in innovative learning environments (ILEs). This article discusses the perceptions of over 100 student teachers undertaking primary teaching qualifications in New Zealand. An online questionnaire asked for responses to a range of statements about innovative learning environments (ILEs) and teacher education preparation for this type of school environment. Analysis of the findings indicated a wide range of experiences on professional practices, with more experience of ILEs generally leading to more positive perceptions of these environments. Student teachers perceived that more course-based preparation about ILEs was needed, though others perceived that the best way to learn about ILEs was during professional practice placements.
学校教育及学校建筑设计方面的创新为重新审视现有的教学实践提供了契机。即将毕业的教师需要做好教学准备，并熟悉不断变化的学校环境及学校组织方式。然而，鲜有研究探讨实习教师对其在创新学习环境（ILEs）中实习经历的看法。本文讨论了100多名正在新西兰攻读小学教师资格的实习教师的看法。一份在线调查问卷要求他们对一系列关于创新学习环境（ILEs）以及针对此类学校环境的教师教育准备情况的陈述做出回应。对调查结果的分析表明，实习教师在专业实践方面有着广泛的经历，一般来说，对创新学习环境（ILEs）的体验越多，对这些环境的看法就越积极。实习教师认为需要更多基于课程的关于创新学习环境（ILEs）的准备，不过也有人认为了解创新学习环境（ILEs）的最佳方式是在专业实习期间。
