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

Kim Wilson*

*Corresponding author for this work

Research output: Contribution to journalArticle

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.
Original languageEnglish
JournalTeaching in Higher Education
DOIs
Publication statusE-pub ahead of print - 18 Sep 2020

Keywords

  • Flipped Learning
  • pedagogical innovations
  • performativity
  • teaching
  • lecturing
  • pedagogical innovation
  • resistance

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