"A problem shared is a problem halved": Supporting early career science teachers to implement flipped learning

Abstract

There is widespread support in the educational reform literature for learner-centred teaching practices, such as flipped learning, that emphasise academic rigour in a caring, supportive environment. 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. This study employed a longitudinal, case study research design to investigate how three early career science teachers implemented flipped learning, when supported with flipped learning curricular resources. Results indicate that the teachers were successful in implementing flipped learning and learnercentred practices in their first year of teaching. The flipped learning curricular resources supported the professional learning and learner-centred teaching practices of all of the early career teachers. This research has implications for sharing of curricular resources to support teacher professional learning and learner-centred teaching practices. From this study recommendations have been made for implementing flipped learning during emergency remote teaching.