ABSTRACT Understanding the relationship between innovative learning spaces and teachers’ pedagogical and social practices is essential given the increasing investment in innovative learning spaces worldwide. This study examined the socio-spatial practices of a group of teachers at a secondary school in an innovative learning space. Interview responses from 21 teachers revealed that space and social practices co-became through the interplay of the school culture, the physical, social and curriculum structures, and individual teachers’ sense-making of the practice. The study found that the cultural and structural systems drove the initial becoming of social practices, and that the individual systems shaped the diversified nature of the becoming. The findings suggest the importance of supporting teachers’ sense-making in terms of conceptions of subject teaching, professional identity, the affordances and constraints of the space and confidence in and capacity of constructing and managing effective learning experience in the space, when effecting educational changes with space.

中文翻译：

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教师在创新学习环境中的社会空间实践

摘要 鉴于全球对创新学习空间的投资不断增加，了解创新学习空间与教师教学和社会实践之间的关系至关重要。本研究调查了一群中学教师在创新学习空间中的社会空间实践。21 名教师的访谈回复显示，空间和社会实践是通过学校文化、物理、社会和课程结构以及个别教师对实践的理解的相互作用而共同形成的。研究发现，文化和结构系统驱动了社会实践的初始生成，而个体系统塑造了生成的多元化本质。