Skip to main content
SpringerLink
Log in

Flipping the Classroom in Teacher Education

  • Chapter
  • First Online:
Flipped Classrooms with Diverse Learners

Part of the book series: Springer Texts in Education ((SPTE))

Abstract

“Getting them to read something before they come to class? Didn’t we use to call that ‘homework’?” Despite the attitude of some practitioners, Flipped Learning is beginning to pervade the province of teacher educators.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 64.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 84.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development,34(1), 1–14.

    Article  Google Scholar 

  • Akkerman, S., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research,81(2), 132–169.

    Article  Google Scholar 

  • Bereiter, C. (2002). Education and mind in the knowledge age. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.

    Google Scholar 

  • Cobb, W. N. W. (2016). Turning the classroom upside own: Experimenting with the flipped classroom in American government. Journal of Political Science Education,12(1), 1–14.

    Article  Google Scholar 

  • Cousens, D. (2016). An exploration into the student experience of blended learning. M.Ed. thesis, University of Northampton, Northampton.

    Google Scholar 

  • Department for Education (DFE). (2011). Teachers’ Standards: guidance for school leaders, school staff and governing bodies. London: HMSO.

    Google Scholar 

  • Dunne, M. (2011). Who do you think you are… and who do you think you will be as a teacher? In D. Mcgregor & L. Cartwright (Eds.), Developing reflective practice: A guide for beginning teachers Oxford: OUP.

    Google Scholar 

  • Egbert, J., Herman, D., & Lee, H. (2015). Flipped instruction in English language teacher education: A design-based study in a complex, open-ended learning environment. The Electronic Journal for English as a Second Language,19(2), 1–23.

    Google Scholar 

  • Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.

    Google Scholar 

  • Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology,39(8), 12–17.

    Google Scholar 

  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education,7(2), 95–105.

    Article  Google Scholar 

  • Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning [Internet]. Retrieved September 10, 2018, from http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf.

  • Hao, Y., & Lee, K. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior,57, 250–260.

    Article  Google Scholar 

  • Herreid, C., & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College Science Teaching,42, 62–66.

    Google Scholar 

  • Herrington, J. (2006). Authentic e-learning in higher education: Design principles for authentic learning environments and tasks. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 3164–3173). Association for the Advancement of Computing in Education (AACE).

    Google Scholar 

  • Higher Education Academy. (2013). Flexible pedagogies: Preparing for the future. Retrieved September 24, 2018, from https://www.heacademy.ac.uk/sites/default/files/resources/npi_report.pdf.

  • Higher Education Academy. (2018). Flipped learning. Retrieved September 10, 2018, from https://www.heacademy.ac.uk/knowledge-hub/flipped-learning-0.

  • Husbands, C., & Pearce, J. (2012) What makes great pedagogy? Nine claims from research. Retrieved September 7, 2018, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/329746/what-makes-great-pedagogy-nine-claims-from-research.pdf.

  • Ibáñez Moreno, A., & Traxler, J. (2016). MALL-based MOOCs for language teachers: Challenges and opportunities. Retrieved June 12, 2019, from https://www.researchgate.net/publication/262300998.

  • Ibrahim, M., & Watts, A. (2015). How do preservice teachers respond to the flipped teaching strategy in a technology Course? In S. Carliner, C. Fulford, & N. Ostashewski (Eds.), Proceedings of EdMedia 2015–World Conference on Educational Media and Technology (pp. 1223–1232). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).

    Google Scholar 

  • Kurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Educational Technology & Society,20(1), 211–221.

    Google Scholar 

  • Lambert, C. (2012). Twilight of the lecture. Retrieved October 15, 2018, from https://harvardmagazine.com/2012/03/twilight-of-the-lecture.

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York: Oxford University Press.

    Google Scholar 

  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education,93(3), 223–231.

    Article  Google Scholar 

  • Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences,105(2), 44–49.

    Article  Google Scholar 

  • Schön, D. A. (1991). The reflective practitioner: How professionals think in action. London: Ashgate.

    Google Scholar 

  • Sharples, M., Adams, A., Ferguson, R., Gaved, M., McAndrew, P., Rienties, B., … Whitelock, D. (2014) Innovating pedagogy 2014: Open University innovation report 3 [Internet]. Retrieved September 10, 2018, from http://www.openuniversity.edu/sites/www.openuniversity.edu/files/The_Open_University_Innovating_Pedagogy_2014_0.pdf.

  • Shulman, L. (2004). Signature pedagogies in the professions. Daedalus,134(3), 52–59.

    Article  Google Scholar 

  • Smith, M. (2017a). An investigation into the epistemological trajectories of PGCE student teachers as predicated by their espoused pedagogical beliefs. Ed.D. thesis, University of Birmingham, Birmingham.

    Google Scholar 

  • Smith, M. (2017b). Using andragogy to teach pedagogy: Expecting heutagogy—Using against-the-grain teaching practices for desired outcomes. Research in Teacher Education,7(1), 13–18.

    Google Scholar 

  • Vaughn, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education and Research Perspectives,41, 25–41.

    Google Scholar 

  • Vaughn, M. (2015). The flipped classroom: The benefits for preservice teachers. In D. Rutledge & D. Slykhuis (Eds.), Proceedings from SITE 2015—Society for Information Technology & Teacher Education international conference (pp. 2622–2624). Las Vegas, NV: Association for the Advancement of Computing in Education.

    Google Scholar 

  • Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.

    Google Scholar 

  • Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology,40(3), 193–199.

    Article  Google Scholar 

  • Yoshida, H. (2016). Perceived usefulness of “flipped learning” on instructional design for elementary and secondary education: With focus on pre-service teacher education. International Journal of Information and Education Technology,6(6), 430–434.

    Article  Google Scholar 

  • Yough, M., Merzdorf, H. E., Fedesco, H. N., & Cho, H. J. (2017). Flipping the classroom in teacher education: implications for motivation and learning. Journal of Teacher Education, 0022487117742885.

    Google Scholar 

  • Zappe, S., Leicht, R., Messner, J., Litzinger, T. & Lee, H. (2009). “Flipping” the classroom to explore active learning in a large undergraduate course. In Proceedings of the 2009 American Society for Engineering Education Annual Conference and Exhibition.

    Google Scholar 

  • Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker, J. F., Jr. (2004). Can e-learning replace classroom learning? Communications of the ACM,47(5), 75–79.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Wolverhampton, Wolverhampton, UK

    Matt Smith & Paul Gurton

Authors
  1. Matt Smith
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Paul Gurton
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Matt Smith .

Editor information

Editors and Affiliations

  1. University of London, London, UK

    Zachary Walker

  2. National University of Singapore, Singapore, Singapore

    Desiree Tan

  3. Curtin University, Singapore, Singapore

    Noi Keng Koh

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Smith, M., Gurton, P. (2020). Flipping the Classroom in Teacher Education. In: Walker, Z., Tan, D., Koh, N.K. (eds) Flipped Classrooms with Diverse Learners. Springer Texts in Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4171-1_13

Download citation

  • DOI: https://doi.org/10.1007/978-981-15-4171-1_13

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-4170-4

  • Online ISBN: 978-981-15-4171-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation