Lessons Learned: Applying the Flipped Classroom Approach to a Preservice Teacher Literacy Methods Course
Abstract
Preservice teachers (PSTs) benefit from guided practice. In our elementary literacy methods course, we used a flipped classroom approach in which traditional class lectures were watched outside of class and PSTs applied lecture concepts and engaged in guided practice in class, including planning for working directly with children during their field experience time. In this paper, we provide an overview of the flipped approach in several contexts and describe our specific flipped literacy methods course for first-year PSTs. Finally, we discuss how PSTs perceived the flipped approach and conclude with implications for the flipped classroom approach for teacher education programs. [ABSTRACT FROM AUTHOR]
Reference
Rochester, S. E. ., HyeJin Hwang, Wise, C. N. ., & Duke, N. K. . (2018). Lessons Learned: Applying the Flipped Classroom Approach to a Preservice Teacher Literacy Methods Course. Literacy Practice & Research, 43(3), 16–23. Retrieved from http://search.ebscohost.com.ezproxy.lib.utexas.edu/login.aspx?direct=true&db=eue&AN=134589273&site=ehost-live
Journal
Literacy Practice & Research
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field based internship
- University
Preservice Participants
- undergraduates in a Reading Methods course
Preservice Sample Size
24
Duration of Data Collection
Data Sources
- artifacts
- Course evaluations
- course grades
- Observations
- written responses
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
What can out-of-class and in-class activities look like in a PST literacy methods course that adopts a flipped classroom approach?
Is this research question explicit from the manuscript? Yes