Blending and flipping preservice teacher education: A phenomenological study
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Abstract
This phenomenological study explored a large cohort of preservice teachers' perceptions of a blended learning course that integrated flipped classroom elements to promote deep learning about technology integration in education. The course involved face-to-face lessons, online synchronous sessions, team debates, and peer review activities. Data from course evaluations, learning artifacts, and a post-course survey indicated that participants found the blended structure effective for achieving course objectives and fostering higher-order thinking skills like analyzing and evaluating. The flipped approach engaged students in extending their learning through active discussions and relevant activities. Overall, participants perceived coherence between the learning processes activated and the expected outcomes of applying concepts to authentic teaching scenarios. While acknowledging challenges in adapting to the flipped model, preservice teachers valued the opportunities for autonomy, peer modeling, and preparing for technology-integrated instruction. The findings highlight blended learning's potential for transforming even large cohorts of teacher education programs through innovative, student-centered pedagogies.
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