Making Sense of the Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach | Le perfectionnement professionnel des enseignants de mathématique en 6e année mettant en œuvre l’approche de la classe inversée
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Bibliographic record
Abstract
The purpose of this paper is to make sense of the professional learning of four teachers implementing a flipped classroom approach in their grade six mathematics class. The professional learning took place within a two-year Action Research (AR) project that engaged teachers in collaborative and iterative planning, implementation, observation and reflection. Data collection relied on semi-structured interviews, teachers’ reflections, plan of action, and final multimedia artefact. Post-project data analysis relied on a framework adapted from workplace and organizational learning. The findings revealed that, using the AR model in conjunction with a flipped approach, teachers learned to expand their practice to encompass teaching as collaborative inquiry and design. Implications point to the potential role of the approach for scaffolding teachers’ professional learning in contexts of educational reform. Implications also highlight the value of community and of models of inquiry for supporting and scaffolding teachers’ complex learning as they implement a flipped approach. Future studies may investigate issues of sustainability and feasibility of teachers’ professional learning with the flipped approach using other models of inquiry and in other grades and subject areas.L’objet de cet article est de saisir la signification du perfectionnement professionnel de quatre enseignants mettant en œuvre l’approche de la classe inversée dans leur cours de mathématique en 6e année. Le perfectionnement professionnel s’est déroulé durant un projet de recherche-action de deux ans au cours duquel les enseignants ont pris part à une planification collaborative et itérative, à une mise en application, à de l’observation et à une réflexion. La collecte de données s’est basée sur des entrevues semi-structurées, sur les réflexions des enseignants, sur des plans d’action et sur les artefacts multimédias finaux. L’analyse des données post-projet s’est appuyée sur un cadre adapté issu de l’apprentissage en milieu de travail et de l’apprentissage organisationnel. Les conclusions révèlent que des enseignants ayant différents niveaux d’expertise dans leur discipline, d’aisance avec la technologie et d’expérience en enseignement ont amélioré leur pratique en enrichissant leur collectivité et leurs outils pour devenir concepteurs de l’apprentissage. De futures études pourraient se pencher sur les questions de la durabilité et de la faisabilité du perfectionnement professionnel des enseignants appuyé par la recherche-action, ainsi que sur l’approche inversée pour déterminer quels outils sont les plus essentiels. Les implications ont souligné la différence de mise en œuvre de l’approche inversée de la maternelle à la 12e année comparativement à sa mise en œuvre en contexte postsecondaire relativement à la participation des parents.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it