The evolution of the teaching role in flipped classroom environments and cooperative learning

Abstract

The evolution of the teaching role responds to the challenges of innovative approaches such as the flipped classroom and cooperative learning, which encourage student protagonism and active learning. However, this transformation requires teachers to adapt to new roles as facilitators and mediators, which poses difficulties in their training and professional practice. The objective of this research is to analyze the evolution of the teaching role in flipped classroom and cooperative learning environments. A non-experimental design and mixed approach was carried out, focusing on 100 students and 45 teachers from the Instituto Superior Tecnológico Tena. Observations, interviews with teachers, and surveys with students were used. The data were analyzed qualitatively and quantitatively, using SPSS and content analysis. The results suggest that teachers have begun to adopt the role of facilitators in flipped classroom and cooperative learning environments, promoting autonomy and collaboration among students. However, challenges persist, such as student resistance, lack of technological resources, and insufficient teacher training. Despite these obstacles, teachers show a positive attitude towards improving their methodologies, although institutional support is limited. The teaching role has evolved towards a more student-centred approach, but faces significant barriers. Lack of resources and institutional support hinders the effective implementation of these methodologies. Despite this, teachers are willing to adapt and improve their practices.