Marika Toivola, Antti Rajala & Kristiina Kumpulainen (2022) Pedagogical rationales of flipped learning in the accounts of Finnish mathematics teachers, Pedagogies: An International Journal, DOI: 10.1080/1554480X.2022.2077341
Pedagogical rationales of flipped learning in the accounts of Finnish mathematics teachers
|Author:||Toivola, Marika1; Rajala, Antti2; Kumpulainen, Kristiina1|
1Faculty of Educational Science, University of Helsinki, Helsinki, Finland
2Faculty of Education, University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.9 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2023060552540
|Publish Date:|| 2023-06-05
The focus of this study is on the pedagogy of flipped learning (FL) in mathematics teaching. There has been extensive research into FL, but less research on teachers’ pedagogical rationales when adopting this pedagogy. The present study addresses this research gap by examining interviews with mathematics teachers in Finland. These teachers identified themselves as FL advocates. A thorough analysis of the teacher interview data inspired by a grounded theory approach revealed three main pedagogical rationales for FL in the teachers’ accounts, namely, Individualising Learning, Fostering Self-regulated Learning, and Fostering Engagement. Individualising Learning emphasises attempts to differentiate and humanise learning mathematics in heterogeneous student groups. Fostering Self-regulated Learning highlights the teachers’ emphasis on students’ responsibility in goal-oriented activity that is supported by self-paced learning. Fostering Engagement is related to the teachers’ attempts to create a personally motivating learning environment for students. The results of this study contribute to the research into FL in two ways. First, the teachers of FL view self-regulation as an objective of education, and not just as a means of education. Second, the teachers underscore general learning skills over disciplinary learning in mathematics.
Pedagogies. An international journal
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.