Thesis
Pedagogic Shift: Supporting Teachers’ Change in Professional Practice A Study Through the Example of Blended Learning
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
2024
DOI:
https://doi.org/10.25918/thesis.414
Appears in Recent Southern Cross PhD Theses
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Abstract
Improving educational outcomes and preparing students to participate in the global market has been challenging within the context of the knowledge economy, which has caused education to exist in a state of tension over several decades. This challenge was exacerbated recently by events such as the COVID-19 pandemic and the rise of so-called Generative Artificial Intelligence platforms. These have driven schools to an increased use of instructional technologies that require fundamentally different teacher skill sets, triggering intense investment in schools worldwide. Within this context, a key problem has been that the current teacher workforce has yet to shift their instructional pedagogies to match the requirements that learners need to participate in the knowledge economy. The aim of this study was to investigate how teachers and leaders in an international school system experienced the shift from traditional pedagogies to ones aligned with the model described as blended learning and identify the factors that would facilitate or impede such shifts. This study followed a mixed methods, sequential explanatory design methodology, using an initial survey to provide quantitative data analysed through factor analysis and correlational analyses. The study was investigated further through a series of focus group discussions intended to provide qualitative data, which was analysed through reflexive thematic analysis. This combined data was then synthesised to answer the thesis research questions. This synthesis revealed that a holistic, novel framework called ‘pedagogic shift’ designed through an abductive process over the course of the research may provide an adequate description of how several factors inhibit or support shifting pedagogies at individual and school levels. The study also generated practical suggestions for operationalising aspects of this framework that will allow teachers and school leaders to effectively manage future initiatives involving pedagogical shifts in response to changing conditions.
Details
- Title
- Pedagogic Shift: Supporting Teachers’ Change in Professional Practice A Study Through the Example of Blended Learning
- Creators
- Paul Anthony Fradalé
- Contributors
- David Lynch (Supervisor) - Southern Cross UniversityTony Yeigh (Supervisor) - Southern Cross UniversityAnne Bellert (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- xxvi, 278
- Identifiers
- 991013227013802368
- Copyright
- © Paul A Fradalé 2024
- Academic Unit
- Faculty of Education
- Resource Type
- Thesis