Research project
This project investigates the implementation of a new innovative learning environment (ILE) in a selected municipality where the first phase of school development and change begun in 2019. It focuses on the collective learning process of practice-takers (head teachers, teachers and students); how they learn, receive, and respond to the new school organisation and ILEs, but also how change is constructed from the perspective of practice-makers (local stakeholders).The aim is to explore (i) what kinds of practice play out in ILEs in terms of power and control, (ii) practice-takers perceptions of educational change and how it challenges previous traditions of organising schools, and (iii) how a concept of student-centred learning evolves over time. A mixed methods approach will be applied. Qualitative data (interviews and observations) will be collected, targeting teachers’ power and control distribution in the classroom. Additionally, a student questionnaire (targeting involvement, cooperation, autonomy- and teacher support) as well as a teacher questionnaire (targeting psychological safety and team learning behaviour) will be utilized. These multiple types of data will be collected in three phases and analysed in iterative steps, with the objective of both data comparison and data integration to paint a full picture of the process of change. The final phase of analysis includes a longitudinal perspective, applying the CHAT framework to understand the change over time.
The project is motivated by the significant changes in educational policy and architectural design seen in Sweden, with an emphasis on innovative learning environments (ILEs). The emergence of ILEs reflects a global trend towards more flexible and adaptable school spaces, aiming to better facilitate modern teaching methods and student-centered learning.
Key stakeholders involved in this project include architects, school administrators, teachers, and students, each with distinct roles in shaping and adapting to the evolving educational landscape. While there is a clear narrative advocating for student-centered learning, practical challenges such as teacher shortages and increasing student diversity complicate the implementation of these ideals.
Building upon previous research (E.g. Bergström, Rönnlund & Tieva, 2023; Bergström & Wiklund-Engblom, 2022; Bergström, 2019), this project seeks to investigate how these stakeholders, particularly practice-takers such as teachers and students, navigate and respond to the introduction of ILEs. Through a combination of qualitative and quantitative research methods, including interviews, observations, and questionnaires, the study aims to provide a comprehensive understanding of the complex dynamics at play.
Theoretical frameworks such as the Typology of Teacher Power and Control (TTPC) (Bergström & Wiklund-Engblom, 2022; Bergström, 2019) and Cultural Historical Activity Theory (CHAT) are employed to analyze power dynamics, organizational change, and the evolution of teaching practices within ILEs. Longitudinal analysis over an eight-year period will allow for a nuanced exploration of how perceptions and practices evolve over time.
Ultimately, the findings of this study are expected to inform policy decisions, architectural designs, teacher training programs, and educational practices, aiming to better align school environments with modern pedagogical principles and the needs of diverse student populations. By shedding light on the challenges and opportunities associated with ILEs, the project seeks to contribute to the ongoing discourse on educational innovation and school reform.
