Document Type : Original Research Paper

Authors

• R. Jalili
• N. Alaei Far
• Z. Ebrahimi

Department of educational sciences, Khor. C., Islamic Azad University, Khorram Abad, Iran

Abstract

Background and Objectives:  The concept of flipped teaching has gained increasing popularity in recent years worldwide and also in Iran as part of a broader trend towards innovative and student-centered teaching methods. One of the issues raised in this field is to examine the components of flipped teaching, especially in elementary grades, considering the influence of cultural factors on the implementation of this method in classrooms. To this end, the present study aimed to identify the components of flipped teaching from the perspective of elementary school teachers in Lorestan province.
Methods: The method of this study was qualitative using grounded theory. The participants in this study were 15 educational science specialists from Lorestan province who were purposefully selected. The main tool was a semi-structured interview. The research data were analyzed using the Strauss and Corbin coding method.
Findings:In this study, 181 initial codes were analyzed and refined based on the three stages of open coding, axial coding, and selective coding.Finally, 115 codes were placed into the six main factors of the model (causal conditions, contextual conditions, intervening conditions, strategies, consequences, and central category). The results showed that the flipped teaching model, from the perspective of teachers, has components such as: change in the role of teacher and student, need for change in teachers' attitudes and skills, need for access to infrastructure and technology, need for appropriate and diverse educational content, need for redefining evaluation and feedback, status of access to technology at school and home, family status and parental support, school atmosphere and culture, students' educational backgrounds, personality traits and individual differences of students, teachers' attitude and readiness to accept change, organizational and managerial support of the school, technical capability and access to educational resources, level of digital literacy of students and teachers, sustainability and stability of technical infrastructure and network, professional empowerment of teachers, production and development of appropriate educational content, strengthening active and participatory learning in the classroom, formative assessment and continuous feedback, facilitating effective communication between home and school, creating a flexible and attractive learning environment, increasing the quality of students' learning, developing cognitive, metacognitive and social skills, increasing motivation and participation in learning, increasing independence and responsibility instudents, improving classroom behavior and reducing educational stress, increasing teachers' job satisfaction.
Conclusion: According to the results, a set of individual and environmental factorsrelated to the learner and teacher can be considered a valid inverse teaching in the classroom which should be consideed in educational programs and curriculum.

Keywords

• Flipped teaching
• Teacher
• Elementary schools and grounded theory

Main Subjects

• Electronic learning- virtual