article · GHANA JOURNAL OF EDUCATION AND TEACHING
A descriptive study evaluated the impact of a pilot flipped-classroom approach on 202 first-year pre-service teachers at the University of Education, Winneba. The intervention aimed to expose student teachers to learner-centred and integrated pedagogies within a professional education course. Participants rated these methods highly, viewing them as authentic and meaningful approaches to learning how to teach. Students noted significant improvements in their critical thinking skills, while over 80 per cent reported higher self-efficacy and a strong intention to adopt learner-centred methods in their future classrooms. Although managing large classes remains challenging, extending learning beyond contact hours via flipped classrooms proved to be a viable solution. The findings support systematic training and institutional resources for higher education lecturers to build competence in modern instructional delivery.
Preparing future teachers to use modern, interactive teaching methods requires that they experience these strategies during their own education. Demonstrating that flipped classrooms build critical thinking and instructional confidence helps universities modernise traditional lecture-based formats. This provides an evidence-based pathway for institutions seeking to equip educators with practical pedagogical skills, even when managing large student cohorts.
The work demonstrates an applied and tested pedagogical framework that can be adopted by teacher training institutions, faculties of education, and professional development programmes. It could inform the design of blended curriculum tools and training modules for university lecturers navigating large-cohort instruction. Although evaluated in an academic pilot setting, the approach is ready for direct adoption by educational institutions seeking structured flipped classroom methods for teacher preparation courses.
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The practicality of using learner-centred pedagogy in university teaching has received limited attention, with many practitioners dismissing its applicability in higher education settings. Yet, student teachers preparing for professional practice ought to experience and practise learner-centred and innovative pedagogies during their training, if they are to successfully implement them in their classrooms. This study assessed the extent to which pre-service teachers perceived the value of learner-centred and integrated pedagogies in developing their pedagogical skills through a pilot flipped-classroom approach in a pre-service teacher education course. Employing a descriptive study design, data were collected from 202 Level 100 pre-service teachers at the University of Education, Winneba (UEW) who experienced flipped classroom instruction in a professional education course. Findings indicate that pre-service teachers rated learner-centred and integrated pedagogies highly, describing them as authentic and meaningful ways of learning to teach. Students reported significant development of critical thinking skills, with more than 80% expressing increased self-efficacy and strong intention to use learner-centred pedagogies in their future teaching practice. Despite challenges in large-class implementation, the flipped classroom model offers a promising pathway to overcome these barriers by extending learning beyond classroom contact hours. The study recommends systematic training and support for higher education lecturers to build competence in employing learner-centred pedagogies, ensuring pre-service teachers are holistically developed and adequately equipped with pedagogical skills required for effective 21st-century teaching and learning.
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DOI: 10.64712/ghajet.v14i3.948
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