Exploring Essential Aspects when Technology-Enhanced Flipped Classroom Approaches are at the Heart of Professional Mathematics Teacher Development Courses

Abstract

Recently, the idea of the Fourth Industrial Revolution (FIR) is increasingly shaping discussions about the world of work and society. In order to prepare the next generations for such new developments, it is necessary to adjust the way they learn. One possibility for a change in education is Flipped Classroom Approaches (FCA), which are particularly helpful in mathematics education. The aim of our research is to identify essential pillars for teachers, when they are being familiarised with FCA. Therefore, we have chosen a research method that integrates various approaches and diverse data sources. The data from a first sequence of expert interviews indicate, that regulatory changes, the recognition of one’s own learning and its added value, as well as being a member of a learner group are crucial in those cases, where the topic of teacher training utilise both student-centred and technology-enhanced forms of learning. Thus, it would be necessary to modify in-service teacher training in Austria and beyond to utilise FCA.