TEACHER PERSPECTIVE ON IMPLEMENTING FLIPPED LEARNING AND PROJECT BASED METHODS

Abstract

This study explores teachers' perspectives on the implementation of flipped learning and project-based learning (PBL) strategies in secondary education. As educational paradigms shift towards student-centered approaches, understanding teachers' experiences, challenges, and perceptions becomes crucial for successful integration. The research employs a qualitative methodology, gathering data through semi-structured interviews with a diverse sample of educators across various disciplines. Findings reveal that teachers recognize the potential of flipped learning to enhance student engagement, foster autonomous learning, and improve academic performance. Similarly, PBL is valued for its ability to develop critical thinking, collaboration, and real-world problem-solving skills among students. However, teachers also report significant challenges, including limited technological resources, time constraints, and a lack of adequate training. Resistance to change from traditional teaching methods and concerns about assessment efficacy further complicate implementation efforts. The study highlights the importance of ongoing professional development and institutional support to mitigate these obstacles. Teachers' insights suggest that successful adoption of flipped and project-based strategies requires a comprehensive understanding of classroom dynamics, curriculum alignment, and student readiness. The findings contribute to the broader discourse on innovative teaching practices, emphasizing the need for collaborative efforts among educators, administrators, and policymakers to create conducive environments for active learning. Ultimately, the research advocates for tailored support systems that address teachers' concerns and promote effective pedagogical transformation. The study offers valuable implications for educational stakeholders aiming to foster sustainable and impactful instructional methodologies that align with contemporary educational goals.