Abstract
This article offers preliminary evidence of the impact of using flipped learning on pre-service students' perceptions of effectiveness and usefulness in teacher training programs. Content understanding and course perceptions of forty teacher candidates were examined. Content understanding was measured by both the performance on a course exam and the Florida Teacher Certification Exam (FTCE) Language Arts and Reading section of the Florida Subject Area Exam for Elementary Education (SAE); course perceptions were represented by an end-of-semester survey. While course exam results indicated no statistical increase in content understanding, results from FTCE/SAE indicated flipped classroom participants had higher passing rates; participants also reported positive learning and engagement in the flipped learning model. Themes involving engagement, pace, and quality of instruction consistently emerged from these student responses; anecdotal evidence suggests that student learning was improved when using a flipped classroom model compared to a traditional classroom model, but more research is needed.