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Asiento del monitor y de los alumnos de la escuela lancasteriana. Fuente: HORNE, Sandra. Classroom environment and its effect on the practice of teachers.1999, PhD thesis, University of London.
Source publication
RESUMEN
El paradigma de educación escolar actual determina que los maestros y alumnos pasen la mayor parte de su día dentro del aula. En este espacio se lleva a cabo la enseñanza y el aprendizaje entendidos como un proceso de interacción entre alumno y maestro. Este aspecto le confiere al aula un papel protagónico entre las estructuras físicas de l...
Citations
... The purpose of this research, therefore, is to explore and highlight the effectiveness of the physical learning environment in traditional classroom settings from the point of view of the learner, examining whether changes to the traditional spatial arrangement of the classroom have an impact on the number of pupils able to interact with the teacher as well as on the quality of this interaction. It takes as its point of departure the consideration that pupil-teacher interaction is 'optimal' when it occurs fluidly and without interference (Raca, 2015) and draws mainly from a doctoral research on traditional classrooms in Uruguay (Cardellino, 2016) focused on capturing human interaction in the classroom. The intervention took place in fourth grade primary classrooms (9-10 years old pupils) in a Uruguayan school and data were collected using an exploratory first-hand approach to determine visual and auditory interactions with the teacher, as well as pupils' movement in the classroom. ...
This paper presents an intervention that seeks to examine how changes to the spatial organisation of traditional classrooms affect the number of pupils able to interact with the teacher, as well as the quality of this interaction. The experimental design allows for investigation of variations between a ‘traditional’ and new classroom set-ups. This study focuses on visual relation as well as auditory interaction and pupil movement in the classroom. They are discussed in the context of four primary classroom settings in Uruguay. The method derives from a hybrid approach using photographic and video records, teacher–pupil distance information and interviews with teachers. The conclusions show that alterations to the sitting layout and proportion of the classroom space increase the number of pupils in interaction with the teacher. However, it also suggests that optimising one variable in the study compromises other variables such as possibilities of movement in the classroom. It is suggested that in order to increase the number of pupils in quality interaction with the teacher the spatial arrangement of the classroom needs to be given prominence. Ultimately, the replication of the method across a wider variety of classroom types could help teachers identify areas for early intervention and micromanagement of classrooms as well as help nurture and inform future design decisions.
