Understanding ‘space’ in the context of teaching​

The term ‘space’ has taken on a deeper meaning for me after reading the article ‘Space frontiers for new pedagogies: A tale of constraints and possibilities’ by Tansy Jessop, Laura Gubby and Angela Smith. It made me question whether space refers to empty or filled-up. Empty space being the absence of anything, while filled-up space includes tangible or intangible phenomena, cultural and social restrictions, and physical or human actors. Previously, when thinking about teaching space, I only considered factors such as room size, lighting, furniture, teaching methods, teachers, learning styles, and students. However, the article and a lecture by Dave Barber revealed a more complex understanding of space, including internal and external environments, as well as teachers, students, and teaching institutions.

The crucial question is what factors are vital for student learning. It is challenging to find a definitive answer, especially when considering other factors like the accessibility of resources, tangibility of phenomena, diversity of students and advancement of technology. How do these factors impact teaching? Whether location, furniture quality and room layout are more important than the core knowledge and pedagogical skills. Is there any value of other factors such as teaching practitioners, managers/administrators, curriculum designers, external sponsors, means of transport, local communities, teacher motivators and student motivators? Do these factors affect the quality of teaching and learning?

I have not heard of any students leaving their studies due to poor furniture quality or the question paper being printed on low-quality paper. Most of the time, I attempt to understand the quality in quality and wonder what should matter the most – knowledge, pedagogy, physical space.

I have noticed that the term ‘teaching space’ has become more complex as we delve deeper into its meaning. It raises difficult questions that may not have clear answers. To what extent does space influence learning? Teaching and learning are not isolated phenomena, especially when the boundaries of teaching space are uncertain. In light of these complexities, I find myself questioning whether I am effectively transferring skills and knowledge to my students. Instead of attempting to solve this mystery now, I would continue to teach by rearranging furniture, employing different teaching methods, and regularly assessing whether my students are gaining what I intend to impart.