Abstract
This chapter examines teacher adaptation to open-plan learning communities. Teacher adaptation is grounded in the practical knowledge and contextual awareness of teachers (Cochran-Smith & Lytle, 1999; Darling-Hammond, 2006; Kelly, 2006). Here, it is argued that adaptation is a pragmatist process of seeing differently in order to act differently (Schon, 1983; Verloop, Van Driel, & Meijer, 2001).
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Deed, C. (2015). A Model of Teacher Adaptation to Open-Plan Settings. In: Prain, V., et al. Personalising Learning in Open-Plan Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-193-9_2
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