EXPLORING AUSTRALIAN EARLY CAREER TEACHERS' IMPLEMENTATION OF FLIPPED LEARNING IN JUNIOR HIGH SCHOOL SCIENCE

Abstract

There is widespread support in the educational reform literature for learner-centred teaching practices and these practices are typically emphasised during teacher training. However, when faced with the myriad challenges of beginning to teach, the early career teacher will often avoid ambitious, learner-centred pedagogies and revert to less challenging, teacher-centred practices. The aim of this study was to investigate how early career science teachers implemented flipped learning when supported with flipped learning curricular resources. Through a critical review of the learner-centred pedagogy literature, four key principles of learner-centred pedagogy were developed: (a) differentiated instruction, (b) positive relationships, (c) student choice and control, and (d) active learning. Flipped learning is one learner-centred pedagogy that has gained popularity over the last 10 years, and a critical review of the flipped learning research demonstrated flipped learning supports the four key learner-centred principles. This study used a longitudinal, case study research design, guided by a constructivist research perspective, and explored how three early career science teachers utilised flipped learning curricular resources to implement flipped learning in Year 9 Science. Three data sources were used to provide evidence for analysis and interpretation. The data sources included semi-structured interviews, observations of teaching practices, and written and digital curricular artefacts. Data analysis involved evaluating the learner-centredness of the early career teachers’ practices and identifying the factors that influenced their practices. The study implemented a range of techniques to ensure the validity of data analysis in accordance with trustworthiness criteria. Results indicate that the teachers were successful in implementing flipped learning and learner-centred practices in their first year of teaching. The extent to which flipped learning was implemented was influenced by two factors: (1) the nature of the flipped learning curricular resources, and (2) the teachers’ beliefs about teaching and learning. The flipped learning curricular resources supported the professional learning and learner-centred teaching practices of all of the early career teachers. The teachers who held more constructivist beliefs about learning implemented the most learner-centred practices. An evaluation of the effectiveness of the flipped learning curricular resources has informed recommendations for future implementation of flipped learning curricular resources and for future research.