Entering the TARDIS: Exploring the Working Space of a Teacher

Abstract

Studies of learning spaces commonly focus on post-occupancy evaluations of building performance (Cleveland & Fisher, 2014), and in reference to use, on the relationship between the physical space and student outcomes (Blackmore, Bateman, Loughlin, O’Mara & Aranda, 2011). However, the school is not only a (student) learning space, but also a (teacher) working space. This perspective appears to be under-reported, with the voice and experiences of the teacher in danger of being marginalised in spatial evaluations. In particular, specialist teachers seem to be silent participants, with a ‘generic’ teacher being the representative of the profession. This presentation draws on a pilot study that e..