Teacher’s agency orientations in flipped learning

An ecological perspective

Bibliographic Data

ID21578221
AuthorsMarika Toivola (0000-0001-5688-5918, University of Helsinki, corresponding author), Antti Rajala (0000-0001-8212-6325, University of Neuchâtel), Kristiina Kumpulainen (0000-0002-0721-0348, University of British Columbia)
Year2025
Volume134
Pages102837
Publication date2025-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 0883-0355 • E-ISSN: 1873-538X
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ijer.2025.102837
OpenAlexW4415076571
LanguageEN
Citations received2
References cited24

examines the agency of experienced Flipped Learning mathematics teachers. • identifies three agency orientations that give meaning to Flipped Learning. • illuminates ecological conditions that enable and constrain teacher agency. • supports the implementation and sustainability of Flipped Learning. This study examines teacher agency in applying Flipped Learning (FL), focusing on four mathematics teachers in Finnish schools who have implemented FL in their classrooms for several years. Using an ecological perspective, it identifies three distinct agency orientations in teachers’ accounts, each characterised by unique temporal features. These agency orientations—Reproductive, Practical-Projective, and Reflective-Reconstructive—illuminate the meaning teachers attach to FL in their classroom practice and how these meanings evolve over time. The study highlights the need to consider teachers’ agency orientations along with their cultural, structural, and material dimensions to fully understand FL’s transformative potential in classroom practice

Flipped Classroom · Sustainability · Transformative learning · Global Educational Policies and Reforms · Innovative Teaching Methods · Online and Blended Learning

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Open DOIOpen Access