Abstract
Recent years have witnessed the arrival of new methodological horizons in teacher training. Technological resources and mobile connections play a major role in these studies. At the same time, there is a focus on play to increase commitment and motivation. It is in this context that gamification and flipped-classroom strategies have arisen. This paper presents the results of a training program with future Primary Education teachers using gamification and flipped-classroom strategies and techniques. The aim was that teachers in training acquire competences in proposing innovative teaching units. The learning achieved through the program was evaluated by collecting perceptions via a questionnaire and using an observation scale of the didactic units designed. The program was implemented in four classroom groups (N = 210) at the University of Murcia (Spain). Descriptive statistics are shown; mean tests (t of Student and ANOVA of one factor); non-parametric tests (U-Mann Whitney test); and Pearson correlations between subscales. The data show a very positive assessment of the learning achieved and the strategies applied in the training program. The learning outcomes were satisfactory, although lower than perceived. Some differences between class groups and gender are discussed, and some weaknesses of the program are pointed out.
Highlights
Gamification and the flipped-classroom in teacher training
Agency of Science and Technology of the Region of Murcia; and Recent years have witnessed the arrival of new methodological horizons in teacher training [1] and international studies have stressed the need to renew teacher training programs to improve teaching-learning processes in compulsory education [2,3,4] and have emphasized mastery of normal classroom tasks [5, 6]
We can see below (Table 4) the means and standard deviations, as well as the minimum and maximum, of the participants according to the membership group of each of the variables referring to the perception of the strategies used in the study and the grouped variables
Summary
The purpose of this article is to show the positive effects of these active strategies in teacher training on the improvement of their skills as future teachers. The objective of this paper was to analyze the effects of a training program based on flippedclassroom and gamification on the learning perceptions and outcomes of teachers in training
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