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 journalArticlepeer-review

12 Citations (Scopus)
121 Downloads (Pure)

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
Pages (from-to)473-486
Number of pages14
JournalTeaching in Higher Education
Volume28
Issue number3
Early online date18 Sept 2020
DOIs
Publication statusPublished - 3 Apr 2023

Keywords

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

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