El aula invertida en la formación inicial de docentes de Educación Física: mejor en nivel de máster, durante menos tiempo y con menor número de discentes

• José L. Arias-Estero ^[1] ; Lourdes Meroño ^[2] ; María T. Morales-Belando ^[2]
  1. [1] Universidad de Murcia

     Universidad de Murcia

     Murcia, España

     
  2. [2] Universidad Católica San Antonio

     Universidad Católica San Antonio

     Murcia, España

     
• Localización: Formación docente, fundamentos metodológicos y evidencias empíricas / coord. por Aura L. López de Ramos, Gustavo Quintero Barreto, Belka Bonnett Bogallo, 2024, ISBN 978-84-1079-036-0, págs. 16-28
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen

  • The lecture class is still predominant at university with negative effects. The aims of the study were: 1) to check whether the flipped classroom increased student motivation, involvement and learning in an undergraduate and a master’s degree subject in Physical Education and 2) to examine whether the flipped classroom allowed a greater increase in these variables in the master’s degree subject compared to the undergraduate one. The design was quasi-experimental, with pretest-post-test measures, an experimental group (EG) and a control group (CG), in each of the subjects. The intervention consisted of the use of the flipped classroom through five activities. The dependent variables (motivation, engagement, and student learning) were measured using two psychological scales and a test of applied knowledge.

    Participants were 135 students (92 males, 43 females) aged 18-36 years. Both EG improved in motivation and involvement, although the master’s degree EG obtained higher values in more dimensions and in learning. In conclusion, we encourage the use of the flipped classroom in Physical Education teacher education. We recommend its application in interventions of short duration (7 sessions over 4 weeks), small groups (< 20 students) and master’s degree programmes