Introducing Flipped Classroom Supervision: Challenging Physiotherapy Teachers’ Beliefs about Teaching

Despite efforts to increase the implementation of active teaching and learning in higher education, teaching approaches based on information transfer are still dominant. The slow adoption has been attributed to reluctance on the part of teachers. Active digital pedagogies, such as the flipped classr...

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Autores principales:	Yngve Røe, Michael Rowe, Nina B. Ødegaard, Tone Dahl-Michelsen
Formato:	article
Lenguaje:	DA EN NO SV
Publicado:	Universitetsforlaget 2021
Materias:	active digital pedagogies conceptions of teaching flipped classroom teaching role activedigitalpedagogies conceptionsofteaching Education (General) L7-991
Acceso en línea:	https://doaj.org/article/2dda6b4554534d2ea275d54e46bf15f2
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spelling	oai:doaj.org-article:2dda6b4554534d2ea275d54e46bf15f22021-11-12T22:45:12ZIntroducing Flipped Classroom Supervision: Challenging Physiotherapy Teachers’ Beliefs about Teaching1893-898110.18261/issn.1893-8981-2021-04-03https://doaj.org/article/2dda6b4554534d2ea275d54e46bf15f22021-01-01T00:00:00Zhttps://www.idunn.no/uniped/2021/04/introducing_flipped_classroom_supervision_challenging_physhttps://doaj.org/toc/1893-8981Despite efforts to increase the implementation of active teaching and learning in higher education, teaching approaches based on information transfer are still dominant. The slow adoption has been attributed to reluctance on the part of teachers. Active digital pedagogies, such as the flipped classroom, transfer the responsibility for learning to the students, thus challenging the traditional role of the teacher. The purpose of this study was to investigate how flipped classroom supervision is aligned with conceptions of teaching among teachers working in undergraduate physiotherapy education. Data were collected through a focus-group interview with three teachers who had recently participated in flipped classroom supervision and were analysed using qualitative thematic analysis. Supervision in the flipped classroom was viewed mostly positively by the physiotherapy teachers interviewed. The less defined teaching role and the increased social interaction constituted the most radical departure from their previous experiences in traditional teaching environments. The teachers found that the teaching and learning environment enhanced the quality of students’ work. There was no indication that the student-centred pedagogies conflicted with the teachers’ conceptions of teaching and learning. The findings do not support the idea that the existing teaching culture represents a barrier to technology-supported education.Yngve RøeMichael RoweNina B. ØdegaardTone Dahl-MichelsenUniversitetsforlagetarticleactive digital pedagogiesconceptions of teachingflipped classroomteaching roleactivedigitalpedagogiesconceptionsofteachingEducation (General)L7-991DAENNOSVUniped, Vol 44, Pp 239-247 (2021)
institution	DOAJ
collection	DOAJ
language	DA EN NO SV
topic	active digital pedagogies conceptions of teaching flipped classroom teaching role activedigitalpedagogies conceptionsofteaching Education (General) L7-991
spellingShingle	active digital pedagogies conceptions of teaching flipped classroom teaching role activedigitalpedagogies conceptionsofteaching Education (General) L7-991 Yngve Røe Michael Rowe Nina B. Ødegaard Tone Dahl-Michelsen Introducing Flipped Classroom Supervision: Challenging Physiotherapy Teachers’ Beliefs about Teaching
description	Despite efforts to increase the implementation of active teaching and learning in higher education, teaching approaches based on information transfer are still dominant. The slow adoption has been attributed to reluctance on the part of teachers. Active digital pedagogies, such as the flipped classroom, transfer the responsibility for learning to the students, thus challenging the traditional role of the teacher. The purpose of this study was to investigate how flipped classroom supervision is aligned with conceptions of teaching among teachers working in undergraduate physiotherapy education. Data were collected through a focus-group interview with three teachers who had recently participated in flipped classroom supervision and were analysed using qualitative thematic analysis. Supervision in the flipped classroom was viewed mostly positively by the physiotherapy teachers interviewed. The less defined teaching role and the increased social interaction constituted the most radical departure from their previous experiences in traditional teaching environments. The teachers found that the teaching and learning environment enhanced the quality of students’ work. There was no indication that the student-centred pedagogies conflicted with the teachers’ conceptions of teaching and learning. The findings do not support the idea that the existing teaching culture represents a barrier to technology-supported education.
format	article
author	Yngve Røe Michael Rowe Nina B. Ødegaard Tone Dahl-Michelsen
author_facet	Yngve Røe Michael Rowe Nina B. Ødegaard Tone Dahl-Michelsen
author_sort	Yngve Røe
title	Introducing Flipped Classroom Supervision: Challenging Physiotherapy Teachers’ Beliefs about Teaching
title_short	Introducing Flipped Classroom Supervision: Challenging Physiotherapy Teachers’ Beliefs about Teaching
title_full	Introducing Flipped Classroom Supervision: Challenging Physiotherapy Teachers’ Beliefs about Teaching
title_fullStr	Introducing Flipped Classroom Supervision: Challenging Physiotherapy Teachers’ Beliefs about Teaching
title_full_unstemmed	Introducing Flipped Classroom Supervision: Challenging Physiotherapy Teachers’ Beliefs about Teaching
title_sort	introducing flipped classroom supervision: challenging physiotherapy teachers’ beliefs about teaching
publisher	Universitetsforlaget
publishDate	2021
url	https://doaj.org/article/2dda6b4554534d2ea275d54e46bf15f2
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Introducing Flipped Classroom Supervision: Challenging Physiotherapy Teachers’ Beliefs about Teaching

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