engleski

Teachers’ perceptions of flipped learning and teaching: Planning, implementation and evaluation

Nowadays teachers face many professional challenges, so their didactic innovativeness is of great importance. This contribution deals with the definition and the meaning of didactical innovation of instruction, with a focus on flipped learning and teaching (FLT). The paper presents a qualitative study that illustrates the views, perceptions, and experiences of seven Slovenian and two Croatian teachers who have experience with FLT. We posed three research questions regarding the planning, implementation, and evaluation of this innovation. The participants identified factors that affect their decision for innovation, such as their inclination for different, meaningful, and effective instruction ; their qualifications, collegial support, etc. The results also showed that teachers mostly use FLT for content that is challenging to their students. According to these teachers, the main advantage of FLT is that students are able to watch the video at home several times, while the limitations are mainly connected to the accessibility of computers and the internet, students’ responsibility in the process, and work overload for students and teachers when it comes to implementing innovation. It is important to realize that different teachers need different forms of support in planning FLT, encourage them to present it thoroughly and thoughtfully to students and parents, and rely on teachers’ professional judgment and autonomy throughout the process.

didactical innovation ; flipped learning and teaching ; planning, implementation, evaluation of innovation/FLT

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