The Benefits of Flipped Learning in a Teacher Education Program in Norway

• In Event: Marriott Roundtable Session 15

Abstract

This study investigates how a flipped classroom approach can prompt student teachers’ preparation for and participation in face-to-face seminars in a part-time teacher education program at the University of Oslo, Norway. The flipped classroom approach is effective in promoting student-centred learning, which is a pedagogical approach grounded in the socio-constructivist theory of learning. Based on two sets of evaluation reports on the pedagogy seminars derived from one student cohort of 165 students, the present study shows that the student teachers found the flipped approach engaging and that it increased their participation in the learning activities of the seminars. The results of this study contribute to an understanding of how better to engage and activate student teachers in campus based learning.

Authors

• Kristin Beate Vasboe, University of Oslo

• Greta Bjork Gudmundsdottir, University of Oslo