Flipped Learning for Preservice Teachers in Distance Education: First Results

Abstract

The article describes an experimental work on training preservice teachers using the flipped learning model in distance education. The study defines the content and essential characteristics of the flipped learning model, highlights the experience of implementing this model in professional training, and describes the possibility and features of using flipped learning to train preservice teachers. The ex-perimental work presented in the article was carried out during one term with full-time students. In the course of the work, a learning and teaching support kit has been developed that contains the nec-essary guidance materials, which is the main means of implementing the flipped learning model in practice. During this work, indicators were noted that show the students' performance, students' ac-tivity during classes, and the need for extra guidance. We also compared the results of students' training using the flipped learning model with the traditional one. The conducted research confirms the great potential of the flipped learning model for teacher training, identifies its advantages, and estimates its efficiency.