Rethinking Teacher Education via Collaborative Learning: Experiencing the Flipped Classroom Approach

Rethinking Teacher Education via Collaborative Learning: Experiencing the Flipped Classroom Approach

Marianthi Karatsiori, Trisevgeni Liontou, Makrina Zafiri
DOI: 10.4018/IJTEPD.2021070103
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This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.
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2. Collaborative Professional Development And Communities Of Practice (Cop)

Much has been written in support of collaborative working amongst teachers, in the sense that there is a need for teachers to reflect on their practices and to develop common ground, so as to cope with problems and uncertainty in their daily practice. In their article Vangrieken et al (2015) present the probable positive results of teachers’ collaboration; they identify an increase in innovation, motivation and in self-esteem, accompanied by an improvement on students’ performance. Based on the report Through Growth to achievement (Australian Government 2018, 58-59) “collaborative structures allow teachers to coordinate shared activities more efficiently than centralised bureaucratic organisational structures, which are often costly and rigid… collaboration can lead to a more authentic engagement of teachers because it allows them to build voluntary, reciprocal relationships. Such relationships can create a greater sense of belonging for teachers in a system where a strong fragmentation into disciplines causes many to feel isolated. Third, collaboration can provide teachers with flexible and differentiated professional support tailored to their specific needs and objectives (Bentley, T. & Cazaly, 2015; 25)”.

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