Difficulties for the Institutionalization of the Flipped Classroom
Abstract
This essay reflects on the factors that prevented the flipped classroom from being institutionalized as an educational strategy in a Mexican public university after the period of confinement. Theoretically, the flipped classroom enjoys high acceptance among the educational community; this is demonstrated by training courses and self-perception surveys in this regard. However, its correct institutionalization implies a sensible transformation in the teaching practice, in the institutional procedures and in the culture of learning. Due to the above, the political risks for the educational authorities, who must lead this institutionalization, are very high. As a conclusion, it stands out that, in this case, the main resistance to institutionalize the flipped classroom as a strategy for reintegration into face-to-face classes was presented by the teachers. All of the above opens the possibility of inaugurating a line of research that studies the resistance factors that condition the institutionalization of innovative educational strategies in institutions.
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