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ERIC Number: EJ1271273
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2373-5082
Teacher Perception on the Potential of Flipped Classroom Pedagogical Practice in Enhancing Classroom Interactions in Singapore Primary Classrooms
Abdul Kader, Hajera Bibi
Learning: Research and Practice, v6 n2 p137-149 2020
In many Singapore schools, there are large class sizes comprising about thirty to forty students in each class. In such large classes, the opportunities for interactions between teachers and their students and among students can be limited, especially when teacher-centred, didactic teaching practices are adopted. This small-scale research project explored the potential of a flipped classroom pedagogical practice in one Singapore primary school on how it can contribute to primary level classroom interactions. Through interviews with teachers who had implemented flipped classrooms, the practice was explored if it has the potential to contribute towards classroom interactions.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore