ABSTRACT

Taking a practice perspective, this article explores how built spaces within the university can impact on, and enable, practices of everyday professional learning amongst university educators. The discussion draws on analysis, informed by the theory of practice architectures, of interviews with six academics at a Swedish university. Three main themes emerged in the analysis as significant for the enablement of educators’ professional learning practices within the physical university: spontaneity, authentic relationships, and embodied interactions. Because the interviews were conducted during the coronavirus pandemic, when most academics were required to work remotely, the analysis offers a comparison between affordances of certain built spaces for professional learning compared to online spaces. We consider what opportunities for professional learning might be missed if the academic community continues to be separated from campus.

摘要

本文从实践的角度探讨了大学内的建筑空间如何影响和促成大学教育工作者日常专业学习的实践。讨论基于实践架构理论对瑞典大学六位学者的访谈分析。分析中出现了三个主题，它们对于促进物理大学内教育工作者的专业学习实践具有重要意义：自发性、真实的关系和具体的互动。由于采访是在冠状病毒大流行期间进行的，当时大多数学者都需要远程工作，因此该分析提供了某些用于专业学习的建筑空间与在线空间的可供性之间的比较。我们考虑如果学术界继续与校园分离，可能会错过哪些专业学习机会。