The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach

Autor/inn/en	Goodnough, Karen; Murphy, Elizabeth
Titel	The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach
Quelle	In: Canadian Journal of Learning and Technology, 43 (2017) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Grade 6; Mathematics Teachers; Mathematics Instruction; Educational Technology; Technology Uses in Education; Homework; Video Technology; Action Research; Semi Structured Interviews; Observation; Planning; Technological Literacy; Technology Integration; Faculty Development; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Projektforschung; Beobachtung; Ablaufplanung; Planungsprozess; Technisches Wissen; Ausland; Kanada
Abstract	The purpose of this paper is to make sense of the professional learning of four teachers implementing a flipped classroom approach in their grade six mathematics class. The professional learning took place within a two-year Action Research (AR) project that engaged teachers in collaborative and iterative planning, implementation, observation and reflection. Data collection relied on semi-structured interviews, teachers' reflections, plans of action, and final multimedia artefact. Post-project data analysis relied on a framework adapted from workplace and organizational learning. The findings revealed that teachers with varying levels of subject-area expertise, comfort with technology, and experience with teaching improved their practice by expanding their community and their tools to become designers of learning. Future studies may investigate issues of sustainability and feasibility of teachers' professional learning supported by AR, and with the flipped approach to determine which tools may be more essential than others. Implications highlighted the difference between K-12 versus post-secondary implementation of the flipped approach in relation to parental involvement. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01