What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context.
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| Title: | What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context. |
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| Authors: | Wilson, Kim1 kim.wilson@mq.edu.au |
| Source: | Teaching in Higher Education. Apr2023, Vol. 28 Issue 3, p473-486. 14p. 1 Diagram. |
| Subject Terms: | *Higher education, *Student engagement, *Teacher education, *Student teachers, *Data analysis |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 162968937 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wilson%2C+Kim%22">Wilson, Kim</searchLink><relatesTo>1</relatesTo><i> kim.wilson@mq.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teaching+in+Higher+Education%22">Teaching in Higher Education</searchLink>. Apr2023, Vol. 28 Issue 3, p473-486. 14p. 1 Diagram. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=162968937 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13562517.2020.1822312 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 473 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Data analysis Type: general Titles: – TitleFull: What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wilson, Kim IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 13562517 Numbering: – Type: volume Value: 28 – Type: issue Value: 3 Titles: – TitleFull: Teaching in Higher Education Type: main |
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