Secondary English Teachers’ Views on Flipped Teaching: A Qualitative Study on Reasons, Difficulties, and Outcomes of Flipping
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Flipped teaching (FT) has drawn a great deal of interests among teachers since Bergmann and Sams’ work was introduced in the media in Korea in 2013 (Lim, 2017). Accordingly, many studies reported FT promotes learners’ active participation and collaborative interaction in class compared to traditional ones (e.g., Lee & Min, 2016; Murphy, Chang & Suaray, 2016; Shin, Ha & Lee, 2016). However, the majority of these studies are done quantitatively and examined instructors’ and/or learners‘ perceptions at elementary and college levels (Cho & Lee, 2018). In fact, the lack of research and qualitative studies on FT in secondary school contexts is well noted (e.g., Cheng, Hwang & Lai, 2022; Park & Kim, 2022; Lee, Lee & Shin, 2020; Cho & Lee, 2018; Kim & Shin, 2016), which is also true of English teaching (Kim & Kim, 2019). Therefore, this study examined 6 secondary English teachers' views on FT. More specifically, based on semi-structured interview data, this study adopted coding analyses in Grounded Theory (Corbin & Strauss, 1990) to investigate the teachers’ reasons, difficulties, key characteristics, and outcomes of FT. The teachers began flipping because of dissatisfaction with lecture-oriented teaching, student low participation, and availability of instructional software and technology in preparing for and conducting FT. Despite the initial difficulties in flipping due to a large class size, excessive workload, and hostility towards changes, they reported there were more student-centered activities and active engagements while their role was changed into ‘monitors’ lecturers in class. They suggested that both teachers and students adapt themselves to FT. That is, teachers should be prepared to deal with ‘trials and errors’ while students should realize the importance of getting with the flow by previewing videos or lesson contents in order to actively participate in flipped class.
Abstract
Flipped teaching (FT) has drawn a great deal of interests among teachers since Bergmann and Sams’ work was introduced in the media in Korea in 2013 (Lim, 2017). Accordingly, many studies reported FT promotes learners’ active participation and collaborative interaction in class compared to traditional ones (e.g., Lee & Min, 2016; Murphy, Chang & Suaray, 2016; Shin, Ha & Lee, 2016). However, the majority of these studies are done quantitatively and examined instructors’ and/or learners‘ perceptions at elementary and college levels (Cho & Lee, 2018). In fact, the lack of research and qualitative studies on FT in secondary school contexts is well noted (e.g., Cheng, Hwang & Lai, 2022; Park & Kim, 2022; Lee, Lee & Shin, 2020; Cho & Lee, 2018; Kim & Shin, 2016), which is also true of English teaching (Kim & Kim, 2019). Therefore, this study examined 6 secondary English teachers' views on FT. More specifically, based on semi-structured interview data, this study adopted coding analyses in Grounded Theory (Corbin & Strauss, 1990) to investigate the teachers’ reasons, difficulties, key characteristics, and outcomes of FT. The teachers began flipping because of dissatisfaction with lecture-oriented teaching, student low participation, and availability of instructional software and technology in preparing for and conducting FT. Despite the initial difficulties in flipping due to a large class size, excessive workload, and hostility towards changes, they reported there were more student-centered activities and active engagements while their role was changed into ‘monitors’ lecturers in class. They suggested that both teachers and students adapt themselves to FT. That is, teachers should be prepared to deal with ‘trials and errors’ while students should realize the importance of getting with the flow by previewing videos or lesson contents in order to actively participate in flipped class.
참고문헌 (34)
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