Flipped Classroom, Cognitive Flexibility Theory, and Cognitive Operators of Complexity

Abstract

Researchers have presented several training models for teachers with the goal of developing TPACK. However, it is necessary to investigate how learning theories can help in the elaboration of these models. It is also essential to use a theoretical framework that provides guidance on how to deal with this complexity involved in TPACK and teacher training. This problem motivated the investigation of how a course based on a model that uses the cognitive flexibility theory (CFT), the cognitive operators of complexity and implemented in the flipped classroom can help in the development of the TPACK. The investigation was carried out through a case study. Participants were pre-service teachers at a Brazilian university. Data analysis allowed to identify that the course helped in the development of the TPACK by the teachers and to determine the positive aspects and the difficulties faced in the implementation of the proposed model.