This study aims to describe how a learner centred and transformative education may be implemented when using flipped classroom practices. There are different conceptions about flipped classroom that can include particular pedagogical activities or resources A key idea is centred on the flipped concept, meaning “that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa” (Lage, Platt  & Treglia, 2020). The change in teacher and students’ roles from a teacher centred pedagogy to a learner centred and active pedagogy can also be considered a charactheristic of the flipped classroom.  In this scope, one can say that flipped classroonm fits the paradigm change that characterize contemporary education, from a pedagogical model centred on teaching and teachers, on information giving, a banking education, to a lifelong pedagogical model, that focus on the student as participants in knowledge creation, and thus education as transformative. Flipped classroom can include particular pedagogical activities implemented or resources used, in particular, that highlight the use of videos as a key resource. Lundin, Bergviken Rensfeldt, Hillman, Lantz-Andersson, & Peterson (2018) referred that ‘the flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. The use of videos and technological resources, althgouhg controversial, are is also mentioned in other definitons, for instance “the flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed ‘in the flipped learning model, teachers shift direct learning out of the large group learning space and move it into the individual learning space, with the help of one of several technologies. Teachers record and narrate screencasts of work they do on their computer desktops, create videos of themselves teaching, or curate video lessons from internet sites (Hamdan, McKnight, McKnight & Arfstrom, 2013).

This poster highlights the flipped classroom practices developed as part of the Erasmus+ project "Developing Flipped Methods for Teaching." Sixty higher education students pursuing a bachelor's degree in education participated in the project. The practices included various elements of the flipped classroom, such as pre-class video watching, pre-test, in-class group activities, post-test and questionnaires, individual reflective summaries, and team reports. The lesson topics covered a range of subjects including educational and developmental psychology, development phases, emotions, and motivation. The activities involved analyzing and discussing problems, role-playing, and sharing experiences.

The results of pre- and post-tests showed an improvement in the post-test scores. The analysis of the reports confirms the active participation and knowledge building that took place during the sessions, as well as its transformative impact on the students.

Lundin, M., Bergviken Rensfeldt, A., Hillman, T., Lantz-Andersson, A., & Peterson, L. (2018). Higher education dominance and siloed knowledge: A systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, 15, article 20, pp 1-30 Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31, 30-43. http://dx.doi.org/10.2307/1183338 Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013).A Review of Flipped Learning: Flipped Learning Network.