Student teachers’ perceptions of flipped classroom in EFL teacher education

Abstract

This paper aims to provide evidence on student teachers’ perceptions of Flipped Classroom (FC) to help teacher educators (TEs) to make informed decisions about implementing FC and support student teachers to reflect on the value of FC in their teaching practice. FC, a pedagogical model requiring digital competence of students and teachers, has been a popular teaching approach for nearly two decades in K-12 and higher education. After the outbreak of Covid-19, more teachers have started to implement FC. In post-Covid-19, with the possibility of reusing video lectures made during the pandemic and the familiarity of digital skills to create digital lectures, a question for teachers is whether to continue with this approach. This paper follows an explanatory sequential mixed methods research approach. Insights from student teachers (STs) in the field of English as a foreign language (EFL) in Norway are the primary data, and surveys and focus group interviews are the main instruments to collect the data. FC’s advantages and challenges perceived by STs are reported, and the possibility of STs becoming future flippers is explored. Findings from this paper indicate that STs would like to have more courses flipped in their studies, yet STs seem hesitant about flipping their courses in their teaching practice. STs also provide some practical suggestions on implementing the FC approach.

Evaluating Students' Experiences with Project-Based Learning in Online Educational Contexts

“…However, the study also identified several challenges and areas for improvement in implementing PjBL in online courses. The issues related to time management, communication barriers, and technical difficulties underscore the importance of providing adequate support and resources to facilitate seamless collaboration and learning experiences in virtual environments (Han et al, 2024;Muloiwa-klenam & Sharpley, 2023;Preez & Marx, 2023). Additionally, the need for more precise guidelines and instructions reflects the importance of instructor facilitation and scaffolding to optimize the PjBL experience for online learners.…”

Unpacking the advantages and challenges of flipped classrooms in initial mathematics teacher education in Vietnam

“…There is a call for additional research into the implementation of the flipped classroom, paying attention to contextual and subject-specific factors to gain a deeper understanding of both the benefits and challenges associated with this instructional model. Han et al (2024) suggest that future studies should address various subject disciplines, including participants from several teacher education programs, and examine the long-term effects of implementing flipped classrooms.…”

“…In a recent study, Han et al (2024) investigated how pre-service teachers perceive the flipped classroom. They collected data through surveys and focus group interviews with pre-service teachers specializing in English as a foreign language in Norway.…”