Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology
In order for students to be the protagonists of the teaching and learning process, teachers must change their role in the classroom. A successful alternative is the flipped classroom methodology, where educational technology is integrated into a reorganisation and optimisation of class time. Based o...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-06-01
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| Series: | Societies |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2075-4698/12/4/98 |
| _version_ | 1797408002165178368 |
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| author | Alejandro Colomo Magaña Ernesto Colomo Magaña Francisco D. Guillén-Gámez Andrea Cívico Ariza |
| author_facet | Alejandro Colomo Magaña Ernesto Colomo Magaña Francisco D. Guillén-Gámez Andrea Cívico Ariza |
| author_sort | Alejandro Colomo Magaña |
| collection | DOAJ |
| description | In order for students to be the protagonists of the teaching and learning process, teachers must change their role in the classroom. A successful alternative is the flipped classroom methodology, where educational technology is integrated into a reorganisation and optimisation of class time. Based on this alternative, this paper aims to analyse the perceptions of future teachers about the FC as an active methodology. A quantitative longitudinal panel design was carried out with pre-test and post-test measures, with a descriptive, inferential and predictive approach. The sample consisted of 284 prospective teachers from the University of Malaga (Spain), who were asked about their perceptions of the FC using an ad hoc questionnaire. The results reflect positive perceptions of the FC methodology on the part of the future teachers, with significant differences by gender in favour of men. The variables gender, re-watching videos, digital competence and autonomous learning were predictors of the participants’ perceptions. In conclusion, it is important to highlight the importance of implementing active methodologies such as the FC with future teachers that they can use when carrying out their work. |
| first_indexed | 2024-03-09T03:51:00Z |
| format | Article |
| id | doaj.art-f2311e144f974bfeaac2ae836c4cdf15 |
| institution | Directory Open Access Journal |
| issn | 2075-4698 |
| language | English |
| last_indexed | 2024-03-09T03:51:00Z |
| publishDate | 2022-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Societies |
| spelling | doaj.art-f2311e144f974bfeaac2ae836c4cdf152023-12-03T14:28:13ZengMDPI AGSocieties2075-46982022-06-011249810.3390/soc12040098Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom MethodologyAlejandro Colomo Magaña0Ernesto Colomo Magaña1Francisco D. Guillén-Gámez2Andrea Cívico Ariza3Department of Didactics and School Organization, University of Córdoba, 14071 Córdoba, SpainDepartment of Theory and History of Education, University of Málaga, 29010 Málaga, SpainDepartment of Didactics and School Organization, University of Córdoba, 14071 Córdoba, SpainEducation Area, Valencian International University, 46002 Valencia, SpainIn order for students to be the protagonists of the teaching and learning process, teachers must change their role in the classroom. A successful alternative is the flipped classroom methodology, where educational technology is integrated into a reorganisation and optimisation of class time. Based on this alternative, this paper aims to analyse the perceptions of future teachers about the FC as an active methodology. A quantitative longitudinal panel design was carried out with pre-test and post-test measures, with a descriptive, inferential and predictive approach. The sample consisted of 284 prospective teachers from the University of Malaga (Spain), who were asked about their perceptions of the FC using an ad hoc questionnaire. The results reflect positive perceptions of the FC methodology on the part of the future teachers, with significant differences by gender in favour of men. The variables gender, re-watching videos, digital competence and autonomous learning were predictors of the participants’ perceptions. In conclusion, it is important to highlight the importance of implementing active methodologies such as the FC with future teachers that they can use when carrying out their work.https://www.mdpi.com/2075-4698/12/4/98information and communication technologiesflipped classroomteacher trainingdigital competence |
| spellingShingle | Alejandro Colomo Magaña Ernesto Colomo Magaña Francisco D. Guillén-Gámez Andrea Cívico Ariza Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology Societies information and communication technologies flipped classroom teacher training digital competence |
| title | Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology |
| title_full | Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology |
| title_fullStr | Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology |
| title_full_unstemmed | Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology |
| title_short | Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology |
| title_sort | analysis of prospective teachers perceptions of the flipped classroom as a classroom methodology |
| topic | information and communication technologies flipped classroom teacher training digital competence |
| url | https://www.mdpi.com/2075-4698/12/4/98 |
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