A Flipped Classroom in Language Teacher Education: Preservice Teachers’ and Teacher Educators’ Perspectives

This case study reports the adoption of a flipped classroom approach in a research methodology course within a Mexican English-language teacher education program. Through a focus group, preservice teachers’ artifacts, research logs, and teacher conversations, the authors examine how preservice teachers responded to the flipped approach and how educators designed, modified, and ordered instructional activities to promote research competencies. Results indicate that backward design, scaffolding, and responsive pedagogy helped students understand complicated research concepts. The study also reveals institutional difficulties. By examining both preservice teachers’ experiences and teachers’ pedagogical decisions, the study contributes to the flipped classroom literature in teacher education and offers an understanding of the macro-, meso-, and micro-level dynamics that are shaped by the implementation of innovations in higher education.