Student-teacher’s relationship in Flipped Classroom methodology

Abstract

This study addresses the need to take into account variables as important for the development of learning as the relationship between the teacher and their students. An empirical study is made, in which two methodologies are compared in two classrooms of Primary Education: the innovative Flipped Classroom as opposed to the one commonly called Traditional, pretending, in this way, to demonstrate that the relationship between the teacher and his students is not significantly different. The relationship between the teacher and his students is analyzed after the application of a Didactic Unit in a bilingual field through the application and subsequent analysis of a questionnaire developed and validated in our context and with the help of qualitative annotations in which the behaviors and attitudes of the students are compared in both models.

Keywords

• flipped classroom
• metodologías innovadoras
• relación profesoralumno
• Educación Primaria
• investigación educativa
• didáctica
• experiencias prácticas