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This paper aims to provide evidence on student teachers' perceptions of Flipped Classroom (FC) to help teacher educators (TEs) to make informed decisions about implementing FC and support student teachers to reflect on the value of FC in their teaching practice. FC, a pedagogical model requiring digital competence of students and teachers, has been a popular teaching approach for nearly two decades in K-12 and higher education. After the outbreak of Covid-19, more teachers have started to implement FC. In post-COVID-19, with the possibility of reusing video lectures made during the pandemic and the familiarity of digital skills to create digital lectures, a question for teachers is whether to continue with this approach. This paper follows an explanatory sequential mixed methods research approach. Insights from student teachers (STs) in the field of English as a foreign language (EFL) in Norway are the primary data, and surveys and focus group interviews are the main instruments to collect the data. FC's advantages and challenges perceived by STs are reported, and the possibility of STs becoming future flippers is explored. Findings from this paper indicate that STs would like to have more courses flipped in their studies, yet STs seem hesitant about flipping their courses in their teaching practice. STs also provide some practical suggestions on implementing the FC approach.

Abstract This case study examines face-to-face and remote teaching in a doctoral education course and ask if flipped classroom, formative assessment and remote teaching increase the teaching quality of a literature review course. To be able to answer the research question, design-based research (DBRC, 2003) and case study (Yin, 2009) were used as a research-pedagogical design and methodological framework. The selection of informants is based on purposeful selection (Maxwell, 2005) where one group of PhD candidates (n = 24) situated at the University of Bergen and one group of PhD candidates (n = 12) situated at Volda University College, were selected. The study indicates that the PhD candidates enhanced their understanding of literature review throughout the PhD course, they appreciated the course design, and the quality of their academic papers and their survey feedback indicated that they had a good learning outcome from the course. Despite some methodological limitations, this study shows that advanced video conferencing systems in combination with a well-prepared teaching design have several positive outcomes and can be used as a starting point for a more large-scale study. The study shows, despite former mixed experiences with remote teaching, that student participation via several campuses did not necessarily lead to poorer quality and poorer learning outcome for these PhD candidates in this case study. However, the case study also shows the need for more large-scale research which will give a more nuanced and thorough understanding of how we can increase the teaching quality of remote teaching as part of the training component in the PhD.

Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance. The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). Based on our synthesis, we discuss current trends and future development in the research field, FC's pedagogical value added in teacher education, and potential knowledge gaps in the research literature.