The use of the flipped classroom in continuing teacher education: A systematic literature review
DOI:
https://doi.org/10.14571/brajets.v18.n3.1031-1046Keywords:
Flipped Classroom, Continuing Teacher Education, Active Methodologies, Blended Learning, Systematic Literature ReviewAbstract
This article aims to investigate the Flipped Classroom (FC), an active teaching and learning methodology, based on Blended Learning, in the context of continuing education for basic education teachers, as a support for the implementation of educational policies focused on innovation through the use of digital technologies and active methodologies. For this purpose, a Systematic Literature Review (SLR) was conducted, following the protocol proposed by Kitchenham (2004). After developing the protocol, which included formulating research questions, creating a search string, and defining inclusion and exclusion criteria, the data were collected, tabulated, and analyzed. The results indicate that the FC has been underutilized in continuing education for public basic education teachers, being more commonly applied in initial teacher training. However, the advantages of using FC in continuing education contexts are evident, as it can contribute to improving professional practice. Based on these findings and in light of Brazilian legislative frameworks that emphasize the importance of investment in continuing teacher education, it is concluded that FC is a viable alternative to integrate into the methodologies used in such training processes, especially due to the flexibility of time and space and the sharing of knowledge that the methodology offers.
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