Teachers’ Practices and Perceptions of the Flipped Classroom Approach

Domain:

education

Record type:

paper

Creator:

Mim

Publisher:

SAB

Host:

Despite the importance of the flipped classroom approach, few studies have investigated its implementations in Tunisia. This study attempts to fill this gap by exploring the different applications of flipped classroom approach, its spread, and its applicability in Tunisia. This study aims to study the Flipped classroom approach’s practices in the English department within the Faculty of Arts and Humanities Kairouan (FLSHK). It also focuses on the English professors’ perceptions regarding this approach. Two research methods were used to collect data; observation of five English classes and interviews with nine FLSHK English professors. This research is of great value in understanding Tunisian professors’ perceptions of the flipped classroom and its applications within Tunisian English classrooms to seek better learning experiences. The findings have significant implications on teaching, teachers, and learners’ experiences.

Visit

doi.org

Licenses

https://creativecommons.org/licenses/by/4.0

A Flipped Applied Mathematics Classroom: Nigerian University Students’ Experience and Perceptions

This study was designed to determine university students’ experience and perceptions in a flipped Ap

English Teachers’ Perceptions, Reading Approach Choices, and their Actual Classroom Practices of Reading Instruction in Selected Primary Schools in Ethiopia

Effective reading instruction is vital for English language learners, especially in multilingual set

Digitalizing the Teaching and Learning of Mathematics at the Senior High Schools in Ghana; the Case of Flipped Classroom Approach

Introduction: The 21st century comes with its own challenges so far as the teaching and learning of

Teachers’ Perceptions of the Effect of Question-Asking Behaviour on EFL Classroom Interaction

Promoting the learning environment and the enhancement of the teaching and learning process has alwa

Senior High School Integrated Science Teachers’ Perceptions of Classroom Assessment Practices in Selected Senior High Schools in Ghana

The study investigated senior high school Integrated Science teachers’ perception of classroom asses

IN-SERVICE TEACHERS’ THEORETICAL ORIENTATIONS AND CLASSROOM PRACTICES: ANALYSIS OF ESPOUSED BELIEFS AND PERCEIVED PRACTICES

Purpose: The purpose of this study was to identify the theoretical orientations that influence teach