| Página principal > Artículos > Flipped learning and good teaching practices in secondary education [Flipped learning y buenas prácticas docentes en educación secundaria] > MARC |
000117399 001__ 117399 000117399 005__ 20230519145607.0 000117399 0247_ $$2doi$$a10.3916/C68-2021-09 000117399 0248_ $$2sideral$$a127236 000117399 037__ $$aART-2021-127236 000117399 041__ $$aspa 000117399 100__ $$aMoreno-Guerrero A.-J. 000117399 245__ $$aFlipped learning and good teaching practices in secondary education [Flipped learning y buenas prácticas docentes en educación secundaria] 000117399 260__ $$c2021 000117399 5060_ $$aAccess copy available to the general public$$fUnrestricted 000117399 5203_ $$aFlipped learning is a didactic method that requires the teacher to have a series of competences for its application. The aim of this research is to analyse the abilities of Spanish teachers of Compulsory Secondary Education (CSE) to develop good practices in flipped learning and to discover the factors which influence the development of good practices in these teachers. The research method is based on a quantitative methodology with a descriptive and correlational design. A total of 1, 743 teachers in Spain participated in the study. The instrument used was the Flipped Classroom Teacher Scale (FCTS) questionnaire. The results show that 758 teachers, less than half the teachers surveyed, show competences to adequately develop a methodology based on flipped learning, where age, use of information and communication technologies (ICTs) in education, time spent using them in the personal sphere, number of devices and teaching experience have an influence on the application of the method. The conclusion reached is that there is a linear relationship between institutional support, technological self-efficacy, teaching beliefs and teaching strategies for the development of good practices in flipped learning in the teachers analysed, so these factors are postulated as conditioning factors. © 2021 000117399 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/ 000117399 590__ $$a5.725$$b2021 000117399 592__ $$a1.382$$b2021 000117399 594__ $$a9.8$$b2021 000117399 591__ $$aCOMMUNICATION$$b10 / 96 = 0.104$$c2021$$dQ1$$eT1 000117399 593__ $$aCultural Studies$$c2021$$dQ1 000117399 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b18 / 270 = 0.067$$c2021$$dQ1$$eT1 000117399 593__ $$aCommunication$$c2021$$dQ1 000117399 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000117399 700__ $$0(orcid)0000-0003-2033-9792$$aSoler-Costa R.$$uUniversidad de Zaragoza 000117399 700__ $$aMarín-Marín J.-A. 000117399 700__ $$aLópez-Belmonte J. 000117399 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc. 000117399 773__ $$g29, 68 (2021), 107-117$$pComunicar$$tComunicar$$x1134-3478 000117399 8564_ $$s842214$$uhttps://zaguan.unizar.es/record/117399/files/texto_completo.pdf$$yVersión publicada 000117399 8564_ $$s2475342$$uhttps://zaguan.unizar.es/record/117399/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000117399 909CO $$ooai:zaguan.unizar.es:117399$$particulos$$pdriver 000117399 951__ $$a2023-05-18-16:05:02 000117399 980__ $$aARTICLE
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