Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain
| Autor: | Inmaculada Aznar-Díaz, María-Pilar Cáceres-Reche, Francisco Javier Hinojo-Lucena, José-María Romero-Rodríguez |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
Higher education
Teaching method Flipped Classroom Space (commercial competition) Training (civil) Flipped classroom Education Likert scale Social skills Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION eaching Methodology lcsh:T58.5-58.64 lcsh:Information technology business.industry General Engineering Higher Education Information and Communications Technology higher education ICT Teaching Methodology lcsh:L Psychology business lcsh:Education |
| Zdroj: | Digibug. Repositorio Institucional de la Universidad de Granada instname International Journal of Emerging Technologies in Learning (iJET), Vol 14, Iss 11, Pp 202-208 (2019) |
| Popis: | 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 This 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 |
| Databáze: | OpenAIRE |
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