Teacher Educatorsʼ Perceptions of Flipped Classroom in Teacher Education: Insights from EFL Teacher Educators in Norway

Abstract

The Flipped Classroom (FC) is a popular pedagogical instruction model in education with a steady increase in the number of studies in teacher education (TE). However, few studies focus on teacher educatorsʼ perspectives on how the FC is used for subject-disciplinary teaching and learning in TE. This article explores teacher educatorsʼ perceptions regarding using the FC with student teachers (STs) in the field of English as a foreign language (EFL) in Norwegian primary and lower secondary school teacher education. Through an online survey and in-depth interviews, teacher educatorsʼ experiences with the FC are examined, revealing both out-of-class and in-class activities adopted in EFL. Meanwhile, teacher educatorsʼ perceptions of the FC, with three pairs of advantages and challenges, were investigated. Lastly, implications and suggestions for teacher educators on enacting the FC are provided.