Preparing to Teach with Flipped Classroom in Teacher Preparation Programs

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Author(s): Beverly B. Ray (Idaho State University, USA) and Angiline Powell (University of Memphis, USA)
Copyright: 2014
Pages: 22
Source title: Promoting Active Learning through the Flipped Classroom Model
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA), Grace Onchwari (University of North Dakota, USA) and James N. Oigara (Canisius College, USA)
DOI: 10.4018/978-1-4666-4987-3.ch001

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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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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