"A Problem Shared Is a Problem Halved": Supporting Early Career Science Teachers to Implement Flipped Learning

Autor/inn/en	Griffiths, Steve; Campbell, Chris; McDonald, Christine V.
Titel	"A Problem Shared Is a Problem Halved": Supporting Early Career Science Teachers to Implement Flipped Learning
Quelle	In: Issues in Educational Research, 31 (2021) 2, S.495-512 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Beginning Teachers; Science Teachers; Flipped Classroom; Curriculum Implementation; Faculty Development; Student Centered Learning; Teacher Attitudes; High School Students; Individualized Instruction; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Flipped classrooms; Flip teaching; Inverted teaching; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individualisierender Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	There is widespread support in the educational reform literature for learner-centred teaching practices, such as flipped learning, that emphasise academic rigour in a caring, supportive environment. These practices are typically emphasised during teacher training. However, when faced with the myriad challenges of beginning to teach, the early career teacher will often avoid ambitious, learner-centred pedagogies and revert to less challenging, teacher-centred practices. This study employed a longitudinal, case study research design to investigate how three early career science teachers implemented flipped learning, when supported with flipped learning curricular resources. Results indicate that the teachers were successful in implementing flipped learning and learner-centred practices in their first year of teaching. The flipped learning curricular resources supported the professional learning and learner-centred teaching practices of all of the early career teachers. This research has implications for sharing of curricular resources to support teacher professional learning and learner-centred teaching practices. From this study recommendations have been made for implementing flipped learning during emergency remote teaching. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01