TY - JOUR 
A1 - Peters, Mitchell Joseph
AU - Calzas Hernández, María
AU - Jara Maroto, Concepción
AU - Díaz Garrido, Ana Isabel
AU - Fernández Chaves, Ismael
AU - López Lago, Miguel Ángel
AU - Marcos Miguel, Nausica
AU - Rivas Reyes, Mirian
T1 - Teachers’ perspectives on flipping the language class: More than creating materials
Y1 - 2015
UR - http://hdl.handle.net/11268/4321
AB - Higher education in the 21st century is distinguished by accelerating technological adoption, offering key challenges and new opportunities (NMC, 2015).
This phenomenon has significant impact on teaching and learning, including the emergence of new trends such as the flipped classroom methodology. University leadership encourages the adoption of this methodology in both content classes as well as in language instruction. Creating a flipped classroom learning design implies that a teacher evaluates student learning needs and develops materials accordingly. The development of learning materials and resources by teachers also plays an important role in professional development (e.g., McGrath, 2013; Tomlinson, 2011). In response to these changing landscapes in higher education, a community of practice was established in the language department of the faculty of Social Sciences at the UEM, whose main objectives were to share materials, feedback, and experiences in order to establish best practices and improve resource development using the flipped classroom model. This article presents an exploratory, qualitative study of teachers’ experiences and reflections in the application of such a model. The study highlights the strengths and challenges of using the flipped classroom methodology, offering discussion for future methodological considerations.
KW - Flipped Classroom
KW - TEFL
KW - Community of practice
KW - Enseñanza superior - Innovaciones
KW - Innovaciones pedagógicas
KW - Enseñanza superior
KW - Innovación pedagógica
KW - Competencias del docente
LA - eng
PB - Universidad Europea de Madrid
ER -