TEACHERS AND FLIPPED CLASSROOM: AN ACTION RESEARCH TO UNDERSTAND THE CHANGING

The flipped classroom model combines video-based learning outside the classroom and interactive group learning activities inside the classroom. An increasing number of teachers are using flipped classroom approach in their teaching (Heereid, Schiller, 2013). Teachers play a key role in realizing successful changes in education (Heijden et al, 2015): they were more likely to reflect on their practice when their learning experiences focused directly on classroom teaching; moreover who is engaged in reflective practice more regularly were more likely to report changing their literacy teaching (Camburn, Change, 2015). The increasing personalising and flexibility of learning requires equal attention spent to assessment practices to ensure a cohesive learning experience (Wanner, Palmer, 2015). The aim of this paper is to show the features of teachers who choose the model of Flipped Classroom and to taste with them the possibility of creating new methods of students' assessment. The study is involved 21 teachers, 10 of them of a second year of lower secondary school and 11 of forth year the upper secondary school. Focus group to investigate the reasons to choose the flipped model and the key competences developed in a flipped classroom are made. On the results authentic task and rubrics on the learning to learn and digital competence are created. Moreover standardized test (on self-efficacy, positive and negative emotion at work, positive and negative emotion on role of teacher, satisfaction and possibility to improve practices of education) are administered (MESI TEST, 2010). Teachers have less negative emotion on their role and a major work satisfaction compared with the normative sample; furthermore they are more involved in the improvement of every day work.