The impact of Flipped Classroom on teacher toles and student knowledge construction

Abstract

Introduction: This paper examines how the flipped classroom reshapes the roles of teachers and stimulates knowledge construction among Modern Languages students learning French. Methodology: Students access theoretical content independently through digital resources, while classroom time is devoted to practical activities. Results: Students show increased motivation and academic performance. They assimilate knowledge at their own pace, and class time fosters collaboration and the development of critical thinking skills. Discussion: The flipped classroom transforms the teacher's role into that of a mediator, facilitating autonomous and collaborative learning. Conclusions: The flipped classroom is promising for improving education but requires careful planning and adequate teacher training.