Teacher Perceptions of Innovative Learning Environments and their Impact on Teacher Education

Mayara Quadros De Andrade; João Filipe De Lacerda-Matos; Ana Isabel Ricardo Gonçalves-Pedro

doi:10.14201/aula2025.31977

Teacher Perceptions of Innovative Learning Environments and their Impact on Teacher Education

Mayara Quadros De Andrade

Universidad de Lisboa. Portugal https://orcid.org/0000-0001-5268-0552 mayaraandrade[at]edu.ulisboa.pt
João Filipe De Lacerda-Matos

https://orcid.org/0000-0002-5546-5257
Ana Isabel Ricardo Gonçalves-Pedro

https://orcid.org/0000-0001-7434-0321

https://doi.org/10.14201/aula2025.31977

Resumo

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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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