Abstract:

The flipped classroom model combines video-based learning outside the classroom and interactive group learning activities inside the classroom. An increasing number of teachers are using flipped classroom approach in their teaching (Heereid, Schiller, 2013). Teachers play a key role in realizing successful changes in education (Heijden et al, 2015): the teachers who reflect more on their practice and are engaged in reflective practices make more changes in their teaching methods (Camburn, Change, 2015). The increasing personalized learning and flexibility in flipped classroom require equal attention spent to assessment practices to ensure a cohesive learning experience (Wanner, Palmer, 2015).

The aim of this paper is to show the features of teachers who choose the model of Flipped Classroom and to test with them the possibility of creating new methods of student assessment.

The study has involved 21 teachers, 10 of them teaching in a second year of lower secondary school (48,55 years and 11,02 DS, range from 33 to 66) and 11 teaching in a fourth year of upper secondary school (57,6 years and 4,3 DS, range from 52 to 66 yers) . Focus groups to investigate the reasons to choose the flipped model and the key competences developed in a flipped classroom have been carried out. On the basis of the focus group results authentic tasks and rubrics on the learning to learn and digital competences have been created. Moreover standardized tests (on self-efficacy, positive and negative emotion at work, positive and negative emotion on the role of teacher, satisfaction and possibility to improve practices of education ) have been administered (MESI questionnaire, 2010).
Teachers have less negative emotions on their role and a major self-efficacy compared with the normative sample; furthermore they are more involved in the improvement of every day work.

The research is configured as an exploratory case study. The sample could be extended in future, also involving control sample.

References:
[1] Camburn, E.M. & Han, S.W. J Educ Change (2015). Infrastructure for teacher reflection and instructional change: An exploratory study. Journal of Educational Change, Volume 16, Issue 4, pp 511–533. https://doi.org/10.1007/s10833-015-9252-6
[2] Freeman Herreid, C, Schiller, N. A (2013). Case Studies and the Flipped ClassroomJournal of College Science Teaching, Vol. 42, No. 5, pp. 62-66
[3] Heijden, V.D, Geldens J.J.M, Beijaard, D., H.L. Popeijus (2015). Characteristics of teachers as change agents. Journal Teachers and Teaching theory and practice, Volume 21, Pages 681
[4] Wanner T., Palmer, E., (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, Volume 88, pp. 354-369
[5] Moè A., Pazzaglia F., e Friso G. (2010) MESI (Motivation, emotion, strategy of theaching). Erickson.

Keywords:

Flipped classroom, teachers self-efficacy, emotions, authentic tasks.