"Flipped Learning" en la formación del profesorado de secundaria y bachillerato. Formación para el cambio

  1. Déborah Martín Rodríguez 1
  2. Santiago Campión, Raúl 2
  1. 1 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

  2. 2 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

Journal:
Contextos educativos: Revista de educación

ISSN: 1575-023X

Year of publication: 2016

Issue: 1

Pages: 117-134

Type: Article

DOI: 10.18172/CON.2854 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Contextos educativos: Revista de educación

Institutional repository: lock_openOpen access Editor

Abstract

The Flipped Learning model is obtaining excellent results. Its implementation allows the incorporation of active methodologies, grows learner-centred approach and development skills. Therefore, ignorance and lack of time make teachers continue using traditional methods, making small changes and innovations very controlled. Therefore, the initial teacher becomes an essential tool for change, providing greater security and teacher knowledge when to incorporate active methodologies in the classroom. The aim of this paper is to evaluate quantitatively and qualitatively the implementation of the model flipped in the course “Learning and personality development” of the Master Teacher Training Secondary and High School. We focus on academic results and the perception that the students had about the model, the impact on their learning and the usefulness of the resource as future teachers. The collection of information has been made after each assessment task, the final exercise, and student responses to a questionnaire of assessment and open questions. The results are consistent with the research work carried out by the model and presented in this paper.

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Data source: Dialnet