Inglés Virtual Presentación Congreso Internacional de Lenguas
The flipped or inverted classroom is a novel and popular teaching approach in which activities typically undertaken in the classroom (such as material presentation) are moved to the student's home and tasks ordinarily assigned as homework are moved to the classroom (Bergmann & Sams, 2012; Sohrabi & Iraj, 2016). In a flipped classroom, the instructor assists the students rather than passively presenting material, while the students assume responsibility for their own learning process and pace (Lai & Hwang, 2016). This qualitative case study sought to examine the perspectives, experiences, and obstacles encountered by preservice English teachers in a flipped classroom, which was introduced in a language teacher education program. The primary objective was to work with student-teachers in an EFL teacher education program at a public institution in Mexico, specifically for the class “Research methodology”. This was their first attempt at formal research in the field of English language instruction. The class was designed for both synchronous and asynchronous sessions. The findings revealed that students had difficulties when exposed to this style of instruction for the first time, but acknowledged its use when planning their own research projects. The study illustrates the significance of considering alternate methods of instruction that permit students to push themselves and utilize collaborative and individual knowledge. In this presentation, we will discuss how teacher educators may give constant support and scaffolding to preservice teachers as they get comfortable with the method and gain a deeper grasp of their learning responsibilities in a flipped classroom context.EFL teacher education flipped classroom: experiences on approaching a research methodology class.