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ERIC Number: EJ1131145
Record Type: Journal
Publication Date: 2017-Mar
Pages: 9
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-8756-3894
Peer Teaching in a Flipped Teacher Education Classroom
Graziano, Kevin J.
TechTrends: Linking Research and Practice to Improve Learning, v61 n2 p121-129 Mar 2017
More and more school administrators are expecting new teachers to flip their classrooms prior to completing their teacher certification. The purpose of this study was to explore the experiences of preservice teachers who facilitated learning in a flipped classroom, to identify the benefits and challenges of flipped instruction on preservice teachers, and to explore the impact of the course design on students' understanding of the course content. Results indicate that flipped lessons taught by students were interactive and fun, and students reported being more productive and enthusiastic about class. Students, however, were unable to develop meaningful, engaging activities and reap the benefits of facilitating collaborative activities in a flipped classroom. Viable solutions and recommendations to guide the successful implementation of flipped learning are provided.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A