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Evidence came from semi-structured interviews, teachers’ reflections, action plans, and final multimedia artifacts, followed by post-project analysis grounded in a workplace and organizational learning framework. Results show expanded community and tools turning teachers into designers of learning, with implications for feasibility and sustainability, including differences between K-12 and post-secondary contexts and parental involvement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Approach  \nLe perfectionnement professionnel des enseignants de mathématique en 6e année mettant en œuvre l’approche de la classe inversée  \nKaren Goodnough, Faculty of Education, Memorial University of Newfoundland Elizabeth Murphy, (Retired), Faculty of Education, Memorial University of Newfoundland  \nAbstract  \nThe purpose of this paper is to make sense of the professional learning of four teachers implementing a flipped classroom approach in their grade six mathematics class. The professional learning took place within a two-year Action Research (AR) project that engaged teachers in collaborative and iterative planning, implementation, observation and reflection. Data collection relied on semi-structured interviews, teachers ’ reflections, plans of action, and final multimedia artefact. Post-project data analysis relied on a framework adapted from workplace and organizational learning. The findings revealed that teachers with varying levels of subjectarea expertise, comfort with technology, and experience with teaching improved their practice by expanding their community and their tools to become designers of learning. Future studies may investigate issues of sustainability and feasibility of teachers’ professional learning supported by AR, and with the flipped approach to determine which tools may be more essential than others. Implications highlighted the difference between K-12 versus post-secondary implementation of the flipped approach in relation to parental involvement.  \nRésumé  \nL’objet de cet article est de saisir la signification du perfectionnement professionnel de quatre enseignants mettant en œuvre l’approche de la classe inversée dans leur cours de mathématique en 6e année. Le perfectionnement professionnel s’est déroulé durant un projet de recherche-action de deux ans au cours duquel les enseignants ont pris part à une planification collaborative et itérative, à une mise en application, à de l’observation et à une réflexion. La collecte de données s’est basée sur des entrevues semi-structurées, sur les réflexions desenseignants, sur des plans d’action et sur les artefacts multimédias finaux. L’analyse des données post-projet s’est appuyée sur un cadre adapté issu de l’apprentissage en milieu de travail et del’apprentissage organisationnel. Les conclusions révèlent que des enseignants ayant différents  \nniveaux d’expertise dans leur discipline, d’aisance avec la technologie et d’expérience en enseignement ont amélioré leur pratique en enrichissant leur collectivité et leurs outils pour devenir concepteurs de l’apprentissage. De futures études pourraient se pencher sur les questions de la durabilité et de la faisabilité du perfectionnement professionnel des enseignants appuyé par la recherche-action, ainsi que sur l’approche inversée pour déterminer quels outils sont les plus essentiels. Les implications ont souligné la différence de mise en œuvre de l’approche inverséede la maternelle à la 12e année comparativement à sa mise en œuvre en contexte postsecondaire relativement à la participation des parents.  \nIntroduction  \nThis paper reports on the professional learning of four, grade six teachers of mathematics. Their learning took place in a context of an Action Research (AR) project and use of the flipped classroom approach. The AR involved teachers engaging in two cycles of collaborative and iterative planning, implementing (acting), observing, and reflecting (Kemmis & McTaggart, 2000). The underlying principle on which the AR was premised was that of a collaborative concern to bring about change in the culture of teachers’ practice (see McTaggart, 1997) . Post project, we analysed teachers’ learning to portray it using a framework of four questions related to who was learning and why, how, and what they were learning. The framework supported making sense of teachers’ learning as they engaged in AR and the fli","cbCaie9cgfPvZBN8","https://ap.wps.com/l/cbCaie9cgfPvZBN8","pdf",868040,"English","# Abstract\n# Introduction\n# The Flipped Approach","[{\"question\":\"What was the focus of the study on teacher professional learning?\",\"answer\":\"The study focused on making sense of four grade six mathematics teachers’ professional learning as they implemented a flipped classroom approach.\"},{\"question\":\"How was the action research organized and what did teachers do?\",\"answer\":\"The action research used two cycles of collaborative and iterative planning, implementation, observation, and reflection.\"},{\"question\":\"What evidence sources were used to analyze teachers’ learning?\",\"answer\":\"Data relied on semi-structured interviews, teachers’ reflections, action plans, and final multimedia artifacts, followed by post-project analysis using an adapted learning framework.\"}]","The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach | PDF",1792086148]