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What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context
Wilson, Kim
Wilson, Kim
Author
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.
Keywords
flipped learning, pedagogical innovation, resistance, performativity, teaching, lecturing
Date
2023
Type
Journal article
Journal
Teaching in Higher Education
Book
Volume
28
Issue
3
Page Range
473-486
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled