Teachers' Experiences of the Potential of Flipped Classrooms: A Research Study of Dance Movements Including Students with Different Educational Needs

The pedagogical approach in the flipped classroom (FC) reverses traditional in-class lectures by delivering content instructions outside the classroom followed by practice as homework. Although several studies develop the FC model in science, technology, engineering, mathematics (STEM), and Higher Education or High School, few educational studies for inclusive education at primary school levels are conducted. From a teachers' perspective, this small-scale research project explored the potential of the FC approach in one Swedish primary school (n=25), including ten students with different educational needs. This study aims to investigate how FC contributes to students' ability to discern and perform choreographed dance movements to music in Physical Education and Health (PEH) according to the teachers' views. The data collection contained teachers' PowerPoint presentations of two dance lessons for colleagues, pre-and post-meeting, and three delayed post-interviews with four teachers. Descriptive and content analysis methods were used to analyse the data. The results provide evidence for a potential advantage that the FC supports a general structure of inclusive education. However, there is a risk that students with different educational needs spend moretime out of school hours to reach the same level as other students, which requires further investigation.