Using A Proposed Flipped Learning Strategy to Develop EFL Pre-service Primary Stage Teachers’ Pedagogical Knowledge of Young Learners

Unlike the traditional teacher-centered lecture model of instruction, flipped learning offers an alternative approach to the educational landscape. It provides several benefits and ample opportunities for communicative language learning and teaching, student engagement, active learning, and increased interaction with the learning material. The current study aims at measuring the effectiveness of a proposed flipped learning strategy in developing EFL primary stage pre-service teachers’ pedagogical knowledge of young learners. The research follows the quasi-experimental pre-post control group design. The research sample consisted of (60) male and female Minia University Faculty of Education fourth-year EFL pre-service primary stage teachers divided into two equal groups (30 for each group). A pedagogical knowledge test for young learners was used to measure the participants' level of teaching knowledge of young learners. The study's findings revealed the effectiveness of the proposed flipped learning strategy in developing the pedagogical knowledge of young learners. Data analysis using t-test revealed a statistically significant difference in favor of the experimental group in the post-test of pedagogical knowledge of young learners and all its four components. These components included (1) knowledge of young learners and principles of teaching English to young learners, (2) planning and preparing young learner lessons, (3) teaching young learners, and (4) assessing young learner learning. The findings were discussed, and recommendations and suggestions for further research were made concerning the ongoing debate regarding the role of flipped learning and pedagogical knowledge of young learners as an essential component of the pre-service primary stage teacher preparation program.