HORNE, S.C., 1998. Shared visions? architects and teachers perceptions on the design of classroom environments. IDATER 1998 Conference, Loughborough: Loughborough University
This paper focuses on the classroom environment and its effects on the practice of teachers. It is part of a PhD study that explores the relationships between the designed classroom and how teachers use it. It is based on semi structured interviews with teachers and architects.
Teachers are immersed in the physical classroom on a daily basis, intuitively modifying the space to improve the overall learning environment. Teachers identify what kinds of influence they had on the design of their classrooms and to what extent they are aware that they can design and influence their classroom. Architects design schools and have their own approach to designing a learning environment. This study explores the ways in which architects understand and influence the learning environment. Knowledge of what happens and how the school design system is organised gives both designers and teachers a greater awareness of learning spaces.
The interviews were cross referenced to identify how the two groups perceive the classroom environment and how much interaction teachers and designers have. There are similarities in these perceptions but also conflicting views of how the interactions do happen and what they contribute to the process. Understanding this relationship informs the degrees of impact that each group has over the classroom environment.