Flipped Classroom for initial teacher training: Students perspective

Currently, the “Flipped Classroom” is one of the pedagogical models that are revolutionizing the field of education, and it may be a way for changing the higher education. However, there is insufficient evidence yet of its advantages and disadvantages in this educational stage. The present research tries to analyse the perception and assessment made by the students who have experienced Flipped Classroom and what are the learning effects. Due to the characteristics of the phenomenon we decided to use a qualitative methodology based on case studies taking as unit analysis, in a subject of a Degree Primary Teacher Training. As data collection instrument was chosen based on questions directed interviews with open-ended responses. The results show that there is no agreement on the students regarding the Flipped Classroom. On the one hand, students are positive about the method and value the educational possibilities that make practical activities in the classroom, and work collaboratively. And secondly, they are a group of very critical students with the model and prefer to continue using a traditional methodology, mainly due to lack of habit of using active methodologies and establish the commitment to learning that these require. The main proposals for improving the methodological design,essentially, are the result mainly about the habits of use it