Currently, two pedagogical approaches, the flipped classroom (FC) and flipped learning (FL), seem to be attracting many teachers who are trying to change the traditional learning culture to a more learner-centered and active way of studying the subject. The FC is a pedagogical approach which is often associated with watching videos at home before lessons and doing “homework” at class. My PhD study holds that the model of flipped classroom (FC) can represent a theory of change for teachers who strive to change their classroom practice. In this capacity, the FC model challenges and supports the teachers to transform their teaching approaches to build new kind of learning culture. FL denotes a broader aim: professional development in which teachers consciously place themselves in a position that requires them to completely rebuild the role of the teacher.
In my PhD study I focus on four mathematics teachers who have made a radical change in their pedagogical practice several years ago with FC after which they development goal was to see learning through the eyes of students and help them become their own teachers. I posit that this kind of teachers are valuable for research for two reasons: They help us to understand the process of conceptualization of the phenomenon of FL. They also help us to understand teacher’s agency and identity in educational change in settings where teachers are excited to create new pedagogical practices and roles to break away from the traditional taken-for-granted ways of organizing mathematics teaching
I argue that educational change can arguably only be realized when teachers are involved as contributors to the process. A successful educational change asks for teacher agency, which refers to their capability to critically evaluate and reconstruct the conditions of their work and professional identities.
you can find some my articles in English, which are not directly connected to my PhD study: