Flipped Learning in Teacher Education: Using the Theories of Reflection to Understand English-Major Students’ Sense of Engagement

ABSTRACT

This study was to determine how 30 English-major student teachers (STs) in Vietnam perceived their sense of engagement as a result of their participation in the flipped classroom learning in the course of Information and Communication Technologies as part of their 4-year teacher education program. The researchers of this research mainly considered the STs’ written form of critical reflection to widen a scholarly understanding of power and impacts of flipped learning as an innovation of educational pedagogy. The researchers discovered that the STs were found successful to engage themselves in a cognitively, affectively, and behaviourally connected manner. Discussions and implications also emerged.

KEYWORDS:

• Reflection
• flipped learning
• English-major students
• Vietnam

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ngoc Tung Vu

Ngoc Tung Vu is a lecturer, an educator, and a doctoral student in Educational studies. His research interests involve intercultural communication in higher education. He can be reached at [email protected].

Thi Lan Huong Nguyen

Thi Lan Huong Nguyen is an administrator and educator. Her research interests include ICT and teacher training. She can be contacted via [email protected].