Implications for Pedagogy: Flipping the Classroom to Engage Pre-service Teachers

Abstract

As noted by authors in previous chapters of this volume, the idea of flipping the classroom is not new. But the view that flipping the classroom just means students doing work at home that they once did in classrooms is simplistic, overlooking the imperative of new technologies and how these are revolutionising conventional teaching and learning. I have been a tertiary educator in Australia for almost a decade and began flipping my classroom two years ago to better engage pre-service teachers in learning to teach English and literacy. I first heard about a flipped classroom approach through a university-wide promotion (see Chap. 1). Subsequently, I joined my university’s flipping the classroom community of practice to: learn more about what others were doing in their different settings and contexts; share experiences; gain practical ideas; discuss challenges; explore solutions; receive support; and contribute to ongoing research. In this chapter, I examine and reflect on my experiences of learning so far. In particular, I call on key concepts including community of practice, ethics of responsibility, and habitus as well as frameworks such as gateway, cornerstone, and capstone knowledge that have informed my teaching to highlight the pedagogical implications of the approach as well as the impact on student learning and achievement.