Teachers as Designers of Learning Environments

The Importance of Innovative Pedagogies

image of Teachers as Designers of Learning Environments

Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set of social skills requires a better understanding of how pedagogy influences learning. Focusing on pedagogies shifts the perception of teachers from technicians who strive to attain the education goals set by the curriculum to experts in the art and science of teaching. Seen through this lens, innovation in teaching becomes a problem-solving process rooted in teachers’ professionalism, rather than an add-on applied by only some teachers in some schools.

Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies provides a snapshot of innovative pedagogies used in classrooms around the world. It sets the stage for educators and policy makers to innovate teaching by looking at what is currently taking place in schools as potential seeds for change. At the heart of all of these approaches is a sensitivity to the natural inclinations of learners towards play, creativity, collaboration and inquiry. To illustrate how teachers use these innovative practices, the publication presents examples from 27 national and international networks of schools.

It is now generally acknowledged that the quality of an education system cannot exceed the quality of its teachers. This volume goes a step further to argue that a teacher cannot help students meet new educational challenges by continuing to draw on a limited and perhaps even inherited set of pedagogies. And here lies the genuine importance of innovative pedagogies.



The importance of innovating pedagogy: Overview and key messages

Centre for Educational Research and Innovation

This chapter sets the stage for this report in arguing the importance of pedagogy for educational policy. It starts by locating the role of pedagogy in the current policy discourse and discusses the need to improve the understanding of innovative pedagogies in order to better address contemporary educational challenges. It then describes the three main strands of this report. First, it introduces the conceptual architecture, the C’s framework, which underpins the analysis throughout the volume. Second, it sets out six clusters of innovative pedagogies which are: blended learning, computational thinking, experiential learning, embodied learning, multiliteracies and discussion-based teaching, and gamification. Third, it describes the role of networks of innovative schools in promoting and scaling innovative pedagogies. The chapter ends with a summary of key messages arising from the outputs of these three main strands of work.


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