The Application of Flipped Classroom Learning for Developing Teaching Readiness of Early Childhood Student Teachers

Abstract

Flipped classroom learning is now famous as widely accepted for application in teaching for various subjects and levels in diverse areas. Learning through this technique is helpful for learners to become part of the learning process as they have choices to discover and present knowledge from outside the classroom. It could be argued that this type of learning gives more meaning. It also allows teacher students to develop their skills through various techniques that enhance their confidence and ready them for future teaching.

The aim of this article is to present the application of flipped classroom learning for Early Childhood student teachers and integrate it with coaching strategies, teaching strategies, reflecting strategies, and the lesson plan objectives. The four steps of this learning are as follows: 1) introduction, 2) preparation, 3) presentation in which students practice skills in conveying various knowledge, lecturing, demonstrating, and role playing, and 4) discussion. Although teacher students may be satisfied with flipped classroom learning, but may still not be accustomed to it. Thus, the teacher’s role is still important as a supporter and advisor for their students.