| dc.description.abstract | As of today, in greek state schools, traditional teaching, that sets the teacher as the focus of the
classroom, has been the predominant method of instruction. However, the last years, especially in the
wake of the COVID-19 pandemic and the new conditions it created, resulted in numerous teachers
experimenting with student-centered teaching methods, such as the flipped classroom. The flipped
classroom reestablishes the roles and dynamics in class by putting the students in charge of their
learning, whilst setting the teacher as the observer and coordinator of the class. Since this teaching
method is relatively new for greek standards, the peer reviewed bibliography referencing the greek
setting is rather limited and it merely focuses on the student experience. This study investigates the
reflections Greek teachers have on the flipped classroom methodology and explores the extent of its use
in Greek classrooms. Following the Concern Based Adoption Model (CBAM), a phenomenological
approach was selected with the assistance of semi-structured interviews of twelve teaching professionals
in Greece. All the participants that were questioned, were registered as teachers in Attica region and had
previous experience with flipped teaching. Throughout the interviews, three basic themes emerged in
regards to the educators concerns of the flipped classroom’s use as an alternative method and its effects
on student focus and test score success; the possible outcomes on student motivation and class
immersion, and finally the possibility of adapting it as a future sustainable method. Our analysis showed
that with practice, targeted training and adequate guidance, teachers could attain a more positive
perception of the FC and are more likely to incorporate it into their classroom. Furthermore, teachers
that managed to overcome the initial struggles of adapting to this new method, appeared to use it on a
more frequent basis and were adjusting it to their students’ needs. | en_US |
