Preparing to Teach with Flipped Classroom in Teacher Preparation Programs

Preparing to Teach with Flipped Classroom in Teacher Preparation Programs

Beverly B. Ray (Idaho State University, USA) and Angiline Powell (University of Memphis, USA)
Copyright: © 2014 |Pages: 22
DOI: 10.4018/978-1-4666-4987-3.ch001
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Abstract

The chapter outlines best practices in the use of Flipped Classroom to promote active and meaningful learning in higher education, specifically preservice teacher preparation courses. The theoretical foundation supporting the use of Flipped Classroom is reviewed as well as issues related to its use. Recommendations as to how to integrate Flipped Classroom are examined as well. Linkage to the goals of teacher preparation programs are made to assure the reader’s understanding of the recommendations that follow.
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Theoretical Foundation

The theoretical foundation supporting the use of Flipped Classroom in teacher preparation programs is grounded in an understanding of the social and intellectual learning environment. In this environment learners actively engage knowledge in ways that act as catalysts for deep and meaningful learning (Noddings, 2005; Piaget & Inhelder, 1969). Flipped Classroom is also grounded in a consideration and respect for individual and diverse learning needs. Using Flipped Classroom allows teacher educators to motivate and guide learners to specific understanding even as they model use of an innovative method of teaching with technology that will prove meaningful and appropriate for their future practice.

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