What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context

Journal article


Wilson, Kim. (2020). What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context. Teaching in Higher Education. pp. 1-14. https://doi.org/10.1080/13562517.2020.1822312
AuthorsWilson, Kim
Abstract

The current study provides detailed data that speaks to the nature of resistance to Flipped Learning pedagogy within a higher education context. A qualitative analysis of this data using the conceptual lens of Judith Butler’s theory of performativity drew attention to a pervasive belief that teaching is and should be an embodied performative act. Findings revealed that perceived or actual increased workload, equity and, relevance to observed practice were key to understanding the nature of resistance embedded within an implicit understanding of what it means to do teaching. Findings have theoretical and practical significance for higher education pedagogical innovation.

Keywordsflipped learning; pedagogical innovation; resistance; performativity; teaching; lecturing
Year2020
JournalTeaching in Higher Education
Journal citationpp. 1-14
PublisherRoutledge
ISSN1356-2517
Digital Object Identifier (DOI)https://doi.org/10.1080/13562517.2020.1822312
Scopus EID2-s2.0-85091165214
Research or scholarlyResearch
Page range1-14
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusIn press
Publication dates
Online18 Sep 2020
Publication process dates
Accepted07 Sep 2020
Deposited15 Jul 2021
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https://acuresearchbank.acu.edu.au/item/8w611/what-does-it-mean-to-do-teaching-a-qualitative-study-of-resistance-to-flipped-learning-in-a-higher-education-context

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