Empowering learning: the crucial role of teacher support in the flipped classroom

Borasheva, Aybolgan, Борашева, Айболгaн, Borasheva, Aybolgan

Хорижий лингвистика ва лингводидактика · 2024-yil

Annotatsiya

This article explores the importance of teacher support in maximizing the benefits of the flipped classroom model. The flipped classroom approach involves moving direct instruction outside of the class via prerecorded lectures and devoting class time to hands-on activities and collaborative work. The article first defines teacher support in the flipped classroom, highlighting the teacher's changed role from content provider to facilitator of active learning. It then outlines various forms of support like teacher-student interaction techniques and peer learning strategies. Next, benefits of teacher support are discussed, including enhanced understanding, accountability, and a collaborative learning environment. Strategies for effective support are presented, such as establishing principles for flexible learning and clear expectations. However, challenges in implementation like workload and access issues are acknowledged. In conclusion, the flipped classroom holds promise when implemented well, and teacher guidance is paramount to maximizing its potential. Further strategies and customized models warrant exploration to address limitations. With best practices evolving, improved student experiences and success can be realized through supported flipped learning

Maqola ma’lumotlari
MualliflarBorasheva, Aybolgan, Борашева, Айболгaн, Borasheva, Aybolgan
JurnalХорижий лингвистика ва лингводидактика
NashriyotСамарқанд давлат чет тиллар институти
ISSN0000-0003, 4295-8199
Nashr sanasi2024-02-05
Jild2
Son1
Betlar87-95
TilIngliz
Ilmiy sohaPedagogika
DOI10.47689/2181-3701-vol2-iss1-pp87-95
Indeksga qo‘shilgan2026-08-26

DOI: 10.47689/2181-3701-vol2-iss1-pp87-95 · Maqolaning asl sahifasi

Kalit so‘zlar

перевернутый класс, поддержка учителя, активное обучение, совместное обучение, содействие дискуссиям, обратная связь, flipped classroom, teacher support, active learning, collaborative learning, facilitating discussions, feedback, o'zgartirilgan sinf, o'qituvchini qo'llab-quvvatlash, faol o'rganish, hamkorlikda o'rganish, muhokamalarni osonlashtirish, fikr-mulohaza

Ilmiy soha

Pedagogika

Iqtibos keltirish

APABorasheva, Aybolgan, Борашева, Айболгaн, & Borasheva, Aybolgan (2024). Empowering learning: the crucial role of teacher support in the flipped classroom. Хорижий лингвистика ва лингводидактика, 2(1), 87-95. https://doi.org/10.47689/2181-3701-vol2-iss1-pp87-95
GOST (OAK)Borasheva, Aybolgan, Борашева, Айболгaн, Borasheva, Aybolgan Empowering learning: the crucial role of teacher support in the flipped classroom // Хорижий лингвистика ва лингводидактика. – 2024. – T. 2, № 1. – P. 87-95. – DOI: 10.47689/2181-3701-vol2-iss1-pp87-95.
MLABorasheva, Aybolgan, Борашева, Айболгaн, and Borasheva, Aybolgan. “Empowering learning: the crucial role of teacher support in the flipped classroom.” Хорижий лингвистика ва лингводидактика, 2(1), 87-95, 2024. https://doi.org/10.47689/2181-3701-vol2-iss1-pp87-95
ChicagoBorasheva, Aybolgan, Борашева, Айболгaн, and Borasheva, Aybolgan. “Empowering learning: the crucial role of teacher support in the flipped classroom.” Хорижий лингвистика ва лингводидактика, 2(1), 87-95 (2024). https://doi.org/10.47689/2181-3701-vol2-iss1-pp87-95
HarvardBorasheva, Aybolgan, Борашева, Айболгaн, and Borasheva, Aybolgan (2024) ‘Empowering learning: the crucial role of teacher support in the flipped classroom’, Хорижий лингвистика ва лингводидактика, 2(1), 87-95. https://doi.org/10.47689/2181-3701-vol2-iss1-pp87-95
BibTeX
@article{borashevaaybolgan2024,
  title = {Empowering learning: the crucial role of teacher support in the flipped classroom},
  author = {Borasheva, Aybolgan and Борашева, Айболгaн and Borasheva, Aybolgan},
  journal = {Хорижий лингвистика ва лингводидактика},
  year = {2024},
  volume = {2},
  number = {1},
  pages = {87-95},
  doi = {10.47689/2181-3701-vol2-iss1-pp87-95},
  url = {https://doi.org/10.47689/2181-3701-vol2-iss1-pp87-95}
}

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