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How to Cite
The Flipped Classroom: A Teaching Model for Teacher Education
Abstract
The Purpose of this study is to introducing flipped learning strategy to novice Pakistani teachers and exploring their perception and views about its effectiveness. The investigators used case study as a qualitative approach to get deep knowledge about the phenomenon under investigation. Design Base Research (DBR) was employed for the intervention of flipped classroom learning model for a teaching course offered at post graduate level in a public university. Multiple tools like structured observation, field notes, questionnaire and face to face interviews were employed for data collection. The analysis consists of three parts: first part deals the analysis of observed classroom practices, second part discusses about the change of attitude due to intervention and third part talks about the analysis of students’ interviews conducted at the end of the study to further explore the effectiveness of flipped model. The qualitative and quantitative analysis shows that flipped pedagogy is a productive teaching approach in Pakistani context by considering of some factors like relevant content and size of videos, layout of classroom and role of teacher
Authors
Shahzada Qaisar
Associate Professor, Department of Education, University of Education, Lahore, Punjab, Pakistan
Aashiq Hussain Dogar
Associate Professor, Department of Education, University of Education, Lahore, Punjab, Pakistan
Tasmia Bashir
M. Phil Scholar, Department of Education, University of Education, Lahore, Punjab, Pakistan
Keywords
Flipped Classroom, Collaborative Learning, Case Study, Designed Based Research
