Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain
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AuthorHinojo Lucena, Francisco Javier; Aznar Díaz, Inmaculada; Cáceres Reche, María Del Pilar; Romero Rodríguez, Jose María
International Association of Online Engineering
Flipped classroomhigher educationICTeaching Methodology.
Hinojo-Lucena, F., Aznar-Díaz, I., Cáceres-Reche, M., & Romero-Rodríguez, J. (2019). Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain. International Journal Of Emerging Technologies In Learning (IJET), 14(11), pp. 202-208.
SponsorshipThis paper is part of the teaching innovation and good practices project of the FIDO plan of the University of Granada (Code 17-12), having received public funding for its development
Flipped Classroom methodology has strongly introduced in the classrooms of different educational levels, but above all in the University. This methodolo-gy could be defined as the reversal of roles in the classroom, where the stu-dent acquires theoretical knowledge outside of the classroom and becomes a space for resolving doubts and cooperative work. Thus, this paper analyzes the experience carried out at the University of Granada with students of the Master's Degree in Secondary School Training where Flipped Classroom methodology has been applied. The research methodology used is quantita-tive, so that an ad hoc questionnaire on a Likert scale was used to obtain the data. Among the obtained results, it is observed that the students perceive an improvement in their academic performance and the improvement of the dif-ferent personal and social skills. Finally, it can be concluded that this kind of experiences where the Flipped Classroom methodology is applied favors the development of skills depending of subject taught and the field of knowledge