Teachers and Speech-Language Therapist Perceptions of Classroom Listening in Innovative Learning Environment Classrooms

The shift towards collaborative teaching practices and the development of Innovative Learning Environments (ILEs) have brought significant changes to educational settings, particularly regarding acoustic demands and classroom listening. The experiences of teachers and other professionals working within ILEs are under-researched. Therefore, the aim of this study was to explore how educators and professionals perceive and manage classroom listening and learning within these spaces. Using a qualitative approach, semi-structured interviews were conducted with eight primary school teachers and eight speech-language therapists working in various school ILEs. Transcripts were analysed using inductive thematic analysis. Three major themes were identified, namely experiences, creating order, and opportunities, with each theme encompassing two subthemes. Experiences included difficulties and positive experiences; creating order comprised teaching approaches and making it work; and opportunities involved collaboration and new roles. Key factors influencing the effectiveness of ILEs included collaboration, strategic resource use, use of scaffolding techniques, flexibility, and student engagement. The study highlighted the importance of mentorship for beginner teachers in order to foster a dynamic and supportive learning environment. Understanding these elements can help educators and professionals working together in ILE classrooms to shape their practices to enhance student outcomes.