영어과 예비교사를 위한‘거꾸로 교실’ 수업 모형과 적용

The purpose of this study is to investigate the concept of flipped learning and to explore the ways to develop instructional design models in English classes for preservice teachers of English. As a format of blended learning, flipped learning begins with the introduction of a new concept of prior learning that allows students to learn in advance through previewing online lessons and video clips related with the classroom content to be covered. During class time, individualized supplementary or in-depth study is conducted on the basis of the students’ prior learning. This study proposes the development of instructional design models for flipped learning pursuant to such considerations. A total of 35 senior college students participated in this new model of flipped classroom and their responses were collected through the interview and simple survey. Overall their negative responses about the class were due to extra work for prior learning and lack of enough class discussions. Future directions regarding the integration of reflective practice into teacher preparation courses were suggested.