Flipped classroom in preservice teacher training: an approach to a real mathematics classroom

Abstract

INTRODUCTION. Pre-service Teacher Training is a basic element to ensure a quality educational system. The training programs, in any of their stages, must ensure the skills of the teacher in training in both theoretical and practical knowledge, and be updated in innovative educational methodologies and technology. METHOD. This paper presents an experience in which the students of the Master in Secondary Education Teacher Training are introduced to the reality of the classroom in which they will practice their future profession : master students (those from the branch of Mathematics) are transformed into real teachers recording the necessary videos to apply Flipped Learning methodology in a real High School. RESULTS. The students taking the master not only learned in a significant way how to implement an innovative methodology, Flipped Classroom, but they also learnt and were trained in educational video making. The activity was complemented with the feedback provided by the teacher of the High School, thus complementing the experience. To analyse the impact of the activity, a survey was conducted on themaster’s students, and a semi-structured interview was done to a sample of them. DISCUSSION. Bringing real practice to Pre-service teachers is an essential element for their training as future teachers. Results show that Master’s students value these types of initiatives very positively, and so do Teacher Trainers which conceive this kind of activities as necessary to be able to teach how to apply theoretical knowledge in practice.