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Formación universitaria

On-line version ISSN 0718-5006

Abstract

HERNANDEZ-SUAREZ, Cesar A.; PRADA-NUNEZ, Raúl  and  GAMBOA-SUAREZ, Audin A.. Pre-service teacher education: active scenarios from a flipped classroom a perspective. Form. Univ. [online]. 2020, vol.13, n.5, pp.213-222. ISSN 0718-5006.  http://dx.doi.org/10.4067/S0718-50062020000500213.

This present study analyzes the impact of the flipped classroom model on student academic performance and opinions in a mathematics teacher-training program. The methodology was framed in educational - empirical research with the theoretical design of learning environments. A pre-test, a post-test, and a Likert scale questionnaire were applied. The sample consisted of 42 students from an undergraduate program of a public university in Norte de Santander (Colombia). The results show that academic performance of the students using the flipped classroom model improved when compared to students using a traditional method. In addition, students' opinions about the flipped classroom model were mostly positive, which showed a preference for this innovative scenario. The present study is a step forward towards conceptualizing the flipped classroom model as an initiative to transform traditional classes.

Keywords : flipped classroom; pedagogical innovation; active learning; pre-service teacher education.

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