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<p>Teachers often find it challenging to make the necessary mind shift to embrace alternative pedagogies, thereby reinforcing passive learning behaviours through an over-reliance on teacher-centred practices. This familiarity with traditional pedagogy has consequently served as a stumbling block for many educational innovations. Developing a context-specific pedagogical intervention that is (i) grounded in contemporary educational theory and (ii) can readily be implemented by everyday in-service teachers is imperative to escape the passive learning landscape. This conceptual paper aims to show how the Altered Flipped Classroom Pedagogy (AFCP) was developed to support in-service teachers with limited resources to explore a more learner-centred approach. The conceptualisation of the AFCP stems from the principles of heutagogy (a theory of learning), Self-determination theory (a macro-theory of motivation), the flipped classroom (an instructional strategy) and the fundamentals of neuroeducation research (an emerging discipline). The interrelation of these four concepts is key to having a better understanding of the importance of learner-centred pedagogies for 21st-century learning. The framework also sheds light on the internal properties necessary to actuate learners’ self-determined behaviours, which in turn combats the passive learning phenomenon and empowers them for future learning paths.</p>

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An active learning intervention for in-service teachers: self-determination theory, heutagogy, neuroeducation and the (altered) flipped classroom in practice

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  • 出版模式：

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  • 发表日期：

    2025年2月10日

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  • Lizélle Pretorius

摘要

Teachers often find it challenging to make the necessary mind shift to embrace alternative pedagogies, thereby reinforcing passive learning behaviours through an over-reliance on teacher-centred practices. This familiarity with traditional pedagogy has consequently served as a stumbling block for many educational innovations. Developing a context-specific pedagogical intervention that is (i) grounded in contemporary educational theory and (ii) can readily be implemented by everyday in-service teachers is imperative to escape the passive learning landscape. This conceptual paper aims to show how the Altered Flipped Classroom Pedagogy (AFCP) was developed to support in-service teachers with limited resources to explore a more learner-centred approach. The conceptualisation of the AFCP stems from the principles of heutagogy (a theory of learning), Self-determination theory (a macro-theory of motivation), the flipped classroom (an instructional strategy) and the fundamentals of neuroeducation research (an emerging discipline). The interrelation of these four concepts is key to having a better understanding of the importance of learner-centred pedagogies for 21st-century learning. The framework also sheds light on the internal properties necessary to actuate learners’ self-determined behaviours, which in turn combats the passive learning phenomenon and empowers them for future learning paths.