Flipped Classroom Experiences of Preservice Teachers: Implications from a Mathematics Course

Abstract

The purpose of this research was to analyze the process of teaching mathematics through the flipped classroom model based on preservice teacher opinions. The study group consisted of 16 preservice teachers from a primary school teaching program at a state university in Turkey who agreed to participate voluntarily. The research was designed as a practical action research study. After the five-week implementation period, two separate focus group discussions occurred with the volunteer preservice teachers. Consequently, in addition to the positive contribution to learner responsibility made by the flipped classroom, it was also observed that the in-class teamwork processes contributed to make the mathematics course entertaining. Moreover, peer learning was implemented, and the sense of belonging made a positive contribution to academic achievement in a teamwork process. In addition, preservice teachers started to see the academician as a role model at the end of the implementation process; this was a valuable result in terms of pedagogical contribution. Further research, gamification are used or environments enriched with virtual reality applications can be performed.