Reimagining English Teacher Education:The Transformative Potential of Flipped Learning Design
DOI:
https://doi.org/10.66121/d3k9j678Keywords:
Flipped Learning Design; , Pre-service Teacher Education; , Academic Achievement; , Self-Directed Learning Readiness; , ADDIE ModelAbstract
The 21st-century educational landscape requires a shift from traditional, transmissive teaching models to student-centred, active-learning paradigms. This change is especially important in teacher education, where pre-service teachers need not only to master content but also to internalise pedagogical strategies they can adopt. The implementation of Flipped Learning Design (FLD) as a transformative framework prepares pre-service teachers for English Language Teaching (ELT) pedagogy. Moving beyond the exploratory focus of much existing research, this paper synthesises theoretical foundations and empirical literature to examine the relationship between FLD and three key outcomes: Academic Achievement in pedagogy, Self-Directed Learning Readiness (SDLR), and long-term knowledge Retention. By restructuring the learning process around the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), FLD enables in-class time to be devoted to collaborative, higher-order cognitive activities that are essential for mastering complex pedagogical concepts. The study concludes that incorporating FLD into ELT teacher training programmes can foster a generation of teachers who are not only knowledgeable and reflective but also autonomous and adaptable, ultimately improving the quality of English education. This model provides practical guidance for teacher educators aiming to incorporate technology-enhanced, student-centred pedagogies.
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