From Pedagogue to Technogogue: A Journey into Flipped Classrooms in Higher Education

摘要

Despite a growing body of research and resources on flippedclassrooms, the voices and transformative journeys of tertiaryeducators—their perspectives, practices, challenges, andadaptations to flipped teaching in higher education have beenmissing. To address this gap, in this paper, I chronicled myjourney into flipped classrooms, in two early childhood units/courses in the pre-service teacher education program at anAustralian university. Using a self-study approach, I providean insight into my subjective and intellectual perspectives offlipping, challenges in promoting students’ engagement andself-discipline in online spaces, and how I triumphed thosechallenges using a holistic pedagogical design, incorporating‘TPACK’ and 'Scaffolding'. Furthermore, I chronicle mytransformations in my teaching identity, from a traditional,embodied ‘pedagogue’ to a ‘technogogue’ within virtualteaching spaces. My intention is to provide insights into therealities of flipped learning and suggest pointers to otheracademics, who may be embarking on a journey into flippedclassrooms in higher education.