FLIPPED CLASSROOM APPLICATION IN ONLINE TEACHING TRAINING

Abstract

This paper presents an experience of applying Flipped Classroom in teacher training. We organized an activity with two components: one asynchronous, when students were taught to study the material, and another synchronous, in which they carried out a practical activity in groups. For the synchronous moment, we applied the Webpractice, a methodological strategy created within the scope of the pedagogical project of the Graduate Program in Technologies for Professional Education. To prepare this report, we collected and analyzed the materials used in the planning and production of the activity. We conducted an assessment of the activity with participants of the 4 different applications carried out (138 of 235 total) and proceeded to the analysis of the data relating it with the literature. The results showed, with a wide margin, a positive evaluation of the participants. Most of them agree that the activity contributed to their learning and professional development, that the didactic strategy used was engaging, that there was a balance between theory and practice and that it was easy to understand the dynamics used. Finally, we observed that there was a good participation of the students in the asynchronous component of the Flipped Classroom, which seems different from what is reported in the literature.