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dc.contributor.authorVasilopoulou, Charikleia
dc.date.accessioned2022-11-28T09:36:12Z
dc.date.available2022-11-28T09:36:12Z
dc.date.issued2022-11-28
dc.identifier.urihttps://hdl.handle.net/2077/74302
dc.description.abstractAs of today, in greek state schools, traditional teaching, that sets the teacher as the focus of the classroom, has been the predominant method of instruction. However, the last years, especially in the wake of the COVID-19 pandemic and the new conditions it created, resulted in numerous teachers experimenting with student-centered teaching methods, such as the flipped classroom. The flipped classroom reestablishes the roles and dynamics in class by putting the students in charge of their learning, whilst setting the teacher as the observer and coordinator of the class. Since this teaching method is relatively new for greek standards, the peer reviewed bibliography referencing the greek setting is rather limited and it merely focuses on the student experience. This study investigates the reflections Greek teachers have on the flipped classroom methodology and explores the extent of its use in Greek classrooms. Following the Concern Based Adoption Model (CBAM), a phenomenological approach was selected with the assistance of semi-structured interviews of twelve teaching professionals in Greece. All the participants that were questioned, were registered as teachers in Attica region and had previous experience with flipped teaching. Throughout the interviews, three basic themes emerged in regards to the educators concerns of the flipped classroom’s use as an alternative method and its effects on student focus and test score success; the possible outcomes on student motivation and class immersion, and finally the possibility of adapting it as a future sustainable method. Our analysis showed that with practice, targeted training and adequate guidance, teachers could attain a more positive perception of the FC and are more likely to incorporate it into their classroom. Furthermore, teachers that managed to overcome the initial struggles of adapting to this new method, appeared to use it on a more frequent basis and were adjusting it to their students’ needs.en
dc.language.isoengen
dc.subjectflipped classroomen
dc.subjectstudent-centered learning, sustainabilityen
dc.subjectteachers’ concernsen
dc.subjectstudent engagementen
dc.titleGreek teacher's perception towards flipped classroom methodology. An analysis on teachers’ reflectionsen
dc.typeTexteng
dc.setspec.uppsokSocialBehaviourLaw
dc.type.uppsokH2
dc.contributor.departmentUniversity of Gothenburg/Department of education and special educationeng
dc.contributor.departmentGöteborgs universitet/Institutionen för pedagogik och specialpedagogikswe
dc.type.degreeStudent Essayeng


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