Reimagining University Teaching: The Promise of Flipped Classrooms for Developing 21st-Century Pedagogical Skills among Pre-Service Teachers
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.
Education policymakers should integrate clear expectations for learner-centred pedagogies within teacher education accreditation frameworks, accompanied by training, monitoring and adequate funding. Additionally, national guidelines should support institutions in building the technological and instructional design infrastructure required to sustain flipped classroom models.
Teacher education institutions should invest in structured professional development to prepare faculty to design and effectively facilitate flipped learning environments. Institutional support structures, such as technology-enhanced teaching spaces, access to multimedia production resources, and collaborative repositories of instructional materials, are also essential. Embedding flipped classroom experiences across multiple courses within programmes will allow pre-service teachers to consistently encounter, reflect on, and internalise learner-centred instructional approaches, increasing the likelihood of transfer into their own teaching practice.
