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Flipping the classroom in a teaching methodology course for pre-service primary mathematics teachers PROCEEDING

, The Chinese University of Hong Kong, Hong Kong

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Apart from pedagogical theories, experience from senior practitioners in the field is equally important for students of professional disciplines such as education. To increase the pre-service teachers’ exposure to different real cases experienced by frontline mathematics teachers, micromodules incorporated with flipped classroom teaching approaches have been trail-run in a mathematics teaching methodology course. This brief paper reports the course instructor’s journey from planning to implementation. It is hoped that his experience gained from this project can inspire teacher educators to initiate similar e-learning innovation project in their own courses.

Citation

Chan, Y.C. (2018). Flipping the classroom in a teaching methodology course for pre-service primary mathematics teachers. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1961-1966). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2018 from .

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References

  1. Bloom, B.S. (1956). Taxonomy of educational objectives; the classification of educational goals. London: Ongmans, Green.
  2. Dickenson, P. (2014). Flipped the classroom in a teacher education course. In J. Keengwe, G. Onchwari, J.N. Oigara (Eds.) Promoting Active Learning Through the Flipped Classroom Model (pp. 145-162). Hershey:

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