Unpacking the advantages and challenges of flipped classrooms in initial mathematics teacher education in Vietnam
Minh Tran Kiem 1 * , Xayaphet Keodavan 2
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1 University of Education, Hue University, Hue, VIETNAM2 Savannakhet University, Savannakhet, LAOS* Corresponding Author

Abstract

The flipped classroom is an innovative pedagogical approach in which students are introduced to instructional content outside of class and engage in active problem-solving and discussions during in-class sessions. This pedagogical shift empowers students to take greater responsibility for their learning pace, transforming teachers into facilitators. Despite increased interest in flipped classrooms, their implications for mathematics teacher education still need to be clarified. This study employs a Delphi methodology to investigate the advantages and challenges associated with implementing the flipped classroom approach in Vietnam’s initial mathematics teacher education. The findings reveal a high consensus among experts regarding the importance of the identified indicators related to the advantages and challenges of flipped classroom in initial mathematics teacher education. Our study also uncovers contextual and institutional constraints, providing insights into unique challenges within the Vietnamese context. This research offers guidance for improving initial mathematics teacher education through flipped classroom model.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 5, Article No: em2437

https://doi.org/10.29333/ejmste/14449

Publication date: 01 May 2024

Online publication date: 08 Apr 2024

Article Views: 533

Article Downloads: 377

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