“Flipping” the pages of Children’s Literature: Flipped learning in pre-primary ELT teacher training

Abstract

This article exposes the process and results of the implementation of flipped learning in a course of Children’s Literature in English for future English teachers of pre-primary education at a Spanish university. Although the adoption of this blended methodology was initially forced by the restrictions during the pandemic years, further analysis and comparison of the affordances of flipped learning and of the students’ needs in the course revealed the potential of flipped learning to improve the learners’ experience and results also in the long term. After two academic years, the examination of academic results and a student satisfaction survey show that academic performance has improved and the method has been positively received by the students, although some specific learning needs of the participants still need to be more precisely addressed in future iterations of the flipped course.

Keywords

• Didactics of language and literature
• Educational innovation
• initial teacher training
• flipped learning