Navigating Disruption: A Phenomenological Study of Teacher Adaptation in Flipped Classrooms for Inclusive Education

Abstract

This qualitative phenomenological study explores the lived experiences of teachers adapting the flipped classroom model within inclusive education settings. Conducted in a private school in Davao City, Philippines, the research employed in-depth interviews with fifteen teachers, analyzed using thematic analysis to uncover the essence of their adaptive journey. The findings reveal three interconnected themes: navigating significant logistical and affective burdens, renegotiating pedagogical identity from lecturer to facilitator, and engaging in continuous, empathetic adaptation tailored to individual learner needs. The study concludes that successful implementation transcends technical mastery, constituting a profound holistic transformation where teachers act as critical agents who interpret and reshape pedagogical innovation to prioritize inclusion. This underscores the necessity for support systems that address the emotional labor and professional identity shifts inherent in such change, rather than focusing solely on technical training. The implications call for professional development and institutional policies that foster reflective practice, collaborative time, and a culture valuing adaptive responsiveness to ensure equitable and sustainable pedagogical innovation