INTEGRATION OF FLIPPED CLASSROOM MODEL IN TEACHER EDUCATION PROGRAMME

Abstract

Modern education requires new teaching methods that promote active learning, critical thinking, and digital literacy, as traditional approaches are insufficient to engage today's learners. The Flipped Classroom Model offers educators a chance to prepare for 21st-century classrooms by fostering active learning, integrating technology, and adopting a more student-centered pedagogy, wherein content is delivered outside the classroom and classroom time is utilized for interactive activities. The analysis aims to emphasize the integration of flipped classrooms in teacher education programs, the benefits of this model for student involvement, and evaluate the challenges faced by pre-service educators during the implementation of the flipped classroom approach. The researcher employed an exploratory research methodology and conducted a field survey to ascertain trainee instructors' perceptions and experiences of the flipped classroom idea in teacher education. The study participants were individuals who have experienced flipped classroom instruction as students or trainees. The research indicates that flipped classroom training improves pedagogical competence, technological skills, and the readiness of pre-service teachers for contemporary teaching, as facilitated by a structured curriculum and digital technology. It fosters engagement, direct instruction, personal reflection, and learner-centered pedagogy. The challenges include digital inequalities, faculty resistance, workload demands, and institutional obstacles. The study concludes that the flipped classroom model is a technology-driven strategy that cultivates essential pedagogical and digital competences in pre-service teachers, so preparing them for 21st-century teaching.