Teacher Perceptions of Innovative Learning Environments and their Impact on Teacher Education
Abstract This study examines teachers’ perceptions of innovative educational environments (IEEs) and their connection to teacher education. It seeks to answer the central question: Which aspects of teachers’ perceptions regarding physical and virtual spaces in teaching practice most significantly impact effective educational practices? Conducted at a public institution in southern Brazil, the study involved approximately 54 teachers across primary, secondary, and high school levels. A quantitative methodology was employed using an adapted Likert-scale online questionnaire to gather and analyze data, revealing patterns in teachers’ thinking. The findings underscore the value of teacher collaboration and flexible learning spaces in fostering educational innovation. However, challenges such as resistance to technology integration and the adoption of student-centered practices were also evident. Teacher education was identified as a critical factor in enabling innovative and sustainable teaching practices. These insights offer meaningful implications for shaping policies and practices to advance innovation and excellence in education.
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Admiraal, W., Lockhorst, D., Smit, B., & Weijers, S. (2013). The integrative model of behavior prediction to explain technology use in post-graduate teacher education programs in the Netherlands. International Journal of Higher Education, 2(4), 172-178. https://doi.org/10.5430/ijhe.v2n4p172
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13.
Boone, H. N. Jr., & Boone, D. A. (2012). Analyzing Likert data. The Journal of Extension, 50(2), Article 2TOT2.
Dovey, K., & Fisher, K. (2014). Designing for adaptation: The school as socio-spatial assemblage. The Journal of Architecture, 19.
European Commission, Directorate-General for Education, Youth, Sport and Culture. (2018). Study on supporting school innovation across Europe: Final report. Publications Office.
Herring Watson, J., & Rockinson-Szapkiw, A. J. (2021). Predicting preservice teachers’ intention to use technology-enabled learning. Computers & Education, 168, 104207.
Kvan, T., & Fisher, K. (2020). Introduction to Part II: Inhabiting. In T. Kvan, & K. Fisher (Eds.), Teacher transition into innovative learning environments, A global perspective (pp. 125-127). https://doi.org/10.1007/978-981-15-7497-9_10
Mahat, M., Bradbeer, C., Byers, T., & Imms, W. (2018). Innovative learning environments and teacher change: Defining key concepts. Melbourne: University of Melbourne, LEaRN.
Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25(1), 89-100. https://doi.org/10.1016/j.tate.2008.07.003
OECD. (2006). Evaluating quality in educational facilities. Retrieved from http://www.oecd.org/education/innovation-education/evaluatingqualityineducationalfacilities.htm
Osborne, M. (2016). Innovative learning environments. CORE Education White Paper. Retrieved from http://www.core-ed.org/legacy/sites/core-ed.org/files/Innovative-Learning-Environments-FINAL-web.pdf
Saltmarsh, S., Chapman, A., Campbell, M., & Drew, C. (2015). Putting “structure within the space”: Spatially un/responsive pedagogic practices in open-plan learning environments. Educational Review, 67(3).
Savina, N. N. (2019). Major factors of teachers’ resistance to innovations. Ensaio: Avaliação e Políticas Públicas em Educação, 27(104).
Steel, C., & Andrews, T. (2012). Re-imagining teaching for technology-enriched learning spaces: An academic development model. In T. Kidd, & H. Song (Eds.), Physical and virtual learning spaces in higher education: Concepts for the modern learning environment (pp. 35-51). IGI Global.
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13.
Boone, H. N. Jr., & Boone, D. A. (2012). Analyzing Likert data. The Journal of Extension, 50(2), Article 2TOT2.
Dovey, K., & Fisher, K. (2014). Designing for adaptation: The school as socio-spatial assemblage. The Journal of Architecture, 19.
European Commission, Directorate-General for Education, Youth, Sport and Culture. (2018). Study on supporting school innovation across Europe: Final report. Publications Office.
Herring Watson, J., & Rockinson-Szapkiw, A. J. (2021). Predicting preservice teachers’ intention to use technology-enabled learning. Computers & Education, 168, 104207.
Kvan, T., & Fisher, K. (2020). Introduction to Part II: Inhabiting. In T. Kvan, & K. Fisher (Eds.), Teacher transition into innovative learning environments, A global perspective (pp. 125-127). https://doi.org/10.1007/978-981-15-7497-9_10
Mahat, M., Bradbeer, C., Byers, T., & Imms, W. (2018). Innovative learning environments and teacher change: Defining key concepts. Melbourne: University of Melbourne, LEaRN.
Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25(1), 89-100. https://doi.org/10.1016/j.tate.2008.07.003
OECD. (2006). Evaluating quality in educational facilities. Retrieved from http://www.oecd.org/education/innovation-education/evaluatingqualityineducationalfacilities.htm
Osborne, M. (2016). Innovative learning environments. CORE Education White Paper. Retrieved from http://www.core-ed.org/legacy/sites/core-ed.org/files/Innovative-Learning-Environments-FINAL-web.pdf
Saltmarsh, S., Chapman, A., Campbell, M., & Drew, C. (2015). Putting “structure within the space”: Spatially un/responsive pedagogic practices in open-plan learning environments. Educational Review, 67(3).
Savina, N. N. (2019). Major factors of teachers’ resistance to innovations. Ensaio: Avaliação e Políticas Públicas em Educação, 27(104).
Steel, C., & Andrews, T. (2012). Re-imagining teaching for technology-enriched learning spaces: An academic development model. In T. Kidd, & H. Song (Eds.), Physical and virtual learning spaces in higher education: Concepts for the modern learning environment (pp. 35-51). IGI Global.
Quadros De Andrade, M., Filipe De Lacerda-Matos, J., & Ricardo Gonçalves-Pedro, A. I. (2025). Teacher Perceptions of Innovative Learning Environments and their Impact on Teacher Education. Aula, 31, e31977. https://doi.org/10.14201/aula2025.31977
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