Title:	UPPER SECONDARY SCHOOL TEACHERS’ FIRST ENCOUNTER WITH THE ACTIVE LEARNING CLASSROOM: WHAT CAN WE LEARN FROM A PERSPECTIVE OF POWER AND CONTROL?
Author(s):	Peter Bergström, Maria Rönnlund and Åse Tieva
ISBN:	978-989-8533-98-2
Editors:	Piet Kommers, Adriana Backx Noronha Viana, Tomayess Issa and Pedro Isaías
Year:	2020
Edition:	Single
Keywords:	Active Learning Classroom, Teacher, Pace, Sequence, Power and Control
Type:	Full
First Page:	57
Last Page:	64
Language:	English
Cover:
Full Contents:	click to dowload
Paper Abstract:	This paper reports on a research and development project based upon problems in upper secondary school, namely students’ lack of engagement, passive learning and students’ absence from school. Looking to solve this problem, a group of upper secondary school teachers came across and saw potential in the concept, physical space and method of the “Active Learning Classroom (ALC)”, a concept from higher education. The aim of this particular study was to explore teaching in the ALC from the perspective of power and control. The research questions embrace issues on both the physical learning environment of the ALC, teacher practices in the ALC and what kind of teacher practices enhance active learning. The theoretical framework was based on Bernstein’s concepts of power and control. The study applied methods of video recorded classroom observations and field notes. The findings indicate a designed physical learning environment where power was conferred to the students. That placed demands on the teachers with regard to how they handled control in practice. Findings further indicate that when teachers had more active control over pace and sequencing, this increased productivity and more active learning among the students.
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