Pedagogical strategies in Flipped Learning in teacher education: a systematic review of Brazilian emergency remote teaching
Keywords:
Higher education, Teacher education, Flipped classroom, Covid-19 pandemicAbstract
The study aimed to identify and analyze the pedagogical strategies used in Flipped Learning within experiences of initial teacher training during the context of emergency remote teaching (ERT) in Brazil. This was an exploratory research with a qualitative approach, carried out through a systematic literature review across the databases of Google Scholar, PBI USP, Redalyc, and SciELO, resulting in the inclusion of one article based on the adopted criteria. The analyses of pedagogical strategies implemented in each phase of Flipped Learning are presented, demonstrating alignment between the teaching experience and academic literature. However, certain concerns and gaps are raised concerning the teacher workload and students' lack of preparedness for the proposed approach. Ultimately, suggestions for future investigations are provided, along with limitations due to the insufficient number of publications for a broader analysis of the studied context.