Flipped Learning in Teacher Education: Using the Theories of Reflection to Understand English-Major Students’ Sense of Engagement

Abstract

ABSTRACT This study was to determine how 30 English-major student teachers (STs) in Vietnam perceived their sense of engagement as a result of their participation in the flipped classroom learning in the course of Information and Communication Technologies as part of their 4-year teacher education program. The researchers of this research mainly considered the STs’ written form of critical reflection to widen a scholarly understanding of power and impacts of flipped learning as an innovation of educational pedagogy. The researchers discovered that the STs were found successful to engage themselves in a cognitively, affectively, and behaviourally connected manner. Discussions and implications also emerged.