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Flipped Professional Development: An Innovation in Response to Teacher Insights
Author(s) -
Hardin Brooke L.,
Koppenhaver David A.
Publication year - 2016
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.522
Subject(s) - professional development , literacy , psychology , flipped classroom , mathematics education , process (computing) , faculty development , pedagogy , flipped learning , medical education , computer science , medicine , operating system
This article reports on a study of K–12 teachers' responses to an innovative flipped professional development series focused on literacy instruction. Thirty‐six participants voluntarily enrolled in one or more of three professional development courses. Findings address teacher evaluation of the efficacy of both the structure and the content of the courses. The flipped model appears worthy of further exploration as an effective means of offering professional development opportunities in literacy to teachers. A rationale is presented for selecting and applying the flipped model, and the design process is shared to facilitate replication.