Teachers Develop Practical Wisdom for Teaching Through Collaborative Action Research: Flipping the Elementary Classroom

• In Event: Roundtable Session 18
  In Roundtable Session: Applications and Innovations for Action Research in Schools

Abstract

In this case study, two elementary teachers engaged in collaborative action research to adopt a flipped classroom in a grade four classroom with the intent to shift their teaching of science from teacher-centred to student-centred. This research was guided by the following research questions: a) How will the action research process contribute to the development of teachers’ practical wisdom for teaching science in a flipped classroom approach? b) How will teachers’ practical wisdom develop as a result of planning for and implementing a flipped classroom approach? To gain insight into teacher learning, a three-part framework connecting practical wisdom, theory, and experience was used. Outcomes focus on the themes of theory-practice-experience relationships and insight into student learning and classroom practice.

Author

• Karen C. Goodnough, Memorial University