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A Flipped Classroom in Language Teacher Education: Preservice Teachers’ and Teacher Educators’ Perspectives
Un enfoque de aula en la formación docente: perspectivas de docentes en formación y formadores de docentes
DOI:
https://doi.org/10.15446/profile.v28n2.123532Keywords:
Flipped classroom, Macro-meso-micro tensions, Pedagogical innovation, Research competencies, Teacher education (en)Aula invertida, Competencias de investigación, Formación docente, Innovación pedagógica, Macro-meso-microtensiones (es)
This case study reports the adoption of a flipped classroom approach in a research methodology course within a Mexican English-language teacher education program. Through a focus group, preservice teachers’ artifacts, research logs, and teacher conversations, the authors examine how preservice teachers responded to the flipped approach and how educators designed, modified, and ordered instructional activities to promote research competencies. Results indicate that backward design, scaffolding, and responsive pedagogy helped students understand complicated research concepts. The study also reveals institutional difficulties. By examining both preservice teachers’ experiences and teachers’ pedagogical decisions, the study contributes to the flipped classroom literature in teacher education and offers an understanding of the macro-, meso-, and micro-level dynamics that are shaped by the implementation of innovations in higher education.
Este estudio de caso analiza la adopción del aula invertida en un curso de metodología de la investigación de un programa de formación docente de inglés en México. Mediante un grupo focal, artefactos de los estudiantes, registros de investigación y conversaciones con docentes, se examina la respuesta de los estudiantes al enfoque invertido y cómo los educadores modificaron sus actividades para promover la investigación. Se encontró que el aula invertida, el andamiaje y la pedagogía receptiva ayudaron a los estudiantes a comprender conceptos complejos. Al abordar las experiencias de los estudiantes y las decisiones pedagógicas de los docentes, el estudio contribuye a la literatura sobre el aula invertida y muestra cómo las macro-, meso- y microtensiones interactúan en la implementación de la innovación en la educación superior.
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