Mathematics and STEM teacher development for flipped education

Abstract

PurposeFlipped classroom approaches (FCA) are an educational innovation that could increase students' learning outcomes in, and their enjoyment of, mathematics or STEM education. To integrate FCA into education sustainably, professional teacher development (PTD) is a promising tool. The research aim is to explore which aspects should be considered when developing and implementing professional mathematics or STEM teacher development for flipped approaches.Design/methodology/approachA total of 20 expert interviews were conducted and analysed according to a synthesis of grounded theory approaches and qualitative interview study principles.FindingsEvaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.Originality/valueEvaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.