Empowering Pre-Service Teachers to Produce Ubiquitous Flipped Classes

María Soraya García Sánchez; José Miguel Santos Espino

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Empowering Pre-Service Teachers to Produce Ubiquitous Flipped Classes

Autores: María Soraya García Sánchez, José Miguel Santos Espino
Localización: Profile: Issues in Teachers' Professional Development, ISSN 1657-0790, ISSN-e 2256-5760, Vol. 19, Nº. 1, 2017 (Ejemplar dedicado a: PROFILE Issues in Teachers' Professional Development, Vol. 19 No. 1), págs. 169-185
Idioma: inglés
DOI: 10.15446/profile.v19n1.53857
Títulos paralelos:
- La producción de clases inversas ubicuas en la formación de profesores
Enlaces
- Texto completo (pdf)

Dialnet Métricas: 4 Citas

Resumen
- español
  Este trabajo analiza los resultados alcanzados tras la producción de 90 videos educativos de lenguas extranjeras por los estudiantes matriculados en un máster oficial formativo de educación secundaria. Esta práctica docente, realizada durante dos años consecutivos, se implementó en un ambiente de aprendizaje ubicuo con la intención de combinar tecnología y pedagogía de manera eficaz, por medio de la realización de clases inversas (flipped classroom units). Los resultados revelan que estos futuros docentes adoptaron una dinámica instructiva con las habilidades digitales para producir clases inversas ajustadas a las necesidades de los jóvenes del siglo XXI. En consecuencia, el salón de clases se transforma en un escenario más participativo, centrado en el estudiante que realiza una variedad de actividades interactivas en lengua extranjera.
- English
  This work focuses on technological and educational outcomes that resulted from the production of foreign language educational videos by 90 pre-service instructors enrolled in an official Master’s Degree in Secondary Education programme. This teaching practice, conducted during two consecutive years, was set in a ubiquitous learning environment with the intention of effectively linking digital technology with pedagogy by means of producing flipped classroom units. The findings reveal that these pre-service teachers successfully combined instructional dynamics with digital skills to produce flipped classes adapted to the young generation’s needs. The classroom becomes, therefore, a more participatory learner-centred scenario with a variety of interactive and collaborative activities performed by foreign language students.
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