At the Crossroads of Transformative Learning and SoTL: The Flipped Classroom in Teacher Education

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Author(s): Rachel C. Plews (Haute école pédagogique du canton de Vaud, Switzerland)and Moira Laffranchini Ngoenha (Haute école pédagogique du canton de Vaud, Switzerland)
Copyright: 2020
Pages: 20
Source title: Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)
Source Author(s)/Editor(s): Rachel C. Plews (Haute école pédagogique du canton de Vaud, Switzerland)and Michelle L. Amos (University of Central Missouri, USA)
DOI: 10.4018/978-1-7998-2212-7.ch011

Keywords: Business & Management / Business Science Reference / Educational Administration and Leadership / Professional Development

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Abstract

This chapter explores the ongoing collaboration between an educational developer and a faculty member at a university of teacher education in Switzerland as an inquiry into one's teaching practice to improve the implementation of the flipped classroom approach. Through the lens of transformative learning theory, the chapter examines how SoTL can serve as faculty enrichment in addition to an approach for systematic reflection on practice. Special attention is paid to the role of the educational developer as a mentor throughout the inquiry. The chapter concludes with practical strategies for developing a productive SoTL relationship between educational developers and faculty member, as well as visibility across an institution.

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At the Crossroads of Transformative Learning and SoTL: The Flipped Classroom in Teacher Education

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