Physical Pedagogical Environments: Teachers’ Views

The pedagogical environment’s significant role in education is viewed as a “third educator” in Reggio Emilia’s pedagogical philosophy. This study employs a posthuman theoretical framework and an art-based educational research method to explore how teachers experience the role of physical pedagogical environments, the barriers that may hinder their use, and potential strategies to overcome the obstacles. The study was conducted in Sweden, and thirteen teachers shared their perspectives on physical pedagogical environments. Research data included teachers’ drawings, interviews and open-ended questionnaires. Findings reveal that, while teachers recognise the importance of physical pedagogical environments in teaching, they encounter challenges in utilising them effectively and suggest ways to address these obstacles. Continuous education for teachers, inspiring physical learning environments in teacher education, and practical training are essential to fulfil the potential and enhance the use of physical pedagogical environments in accordance with the posthuman paradigm.