Abstract

Author:
Minghui Ye, Nidhi Agarwal

Doi: 10.26480/eldn.01.2025.09.12

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

Teachers in the flipped classroom should focus on teaching ability, content refinement, and the appropriateuse of teaching strategies. The observational study included three case study flipped classrooms with differentcourse content and assessed teacher-student alignment throughout the process. The overall process of subjectmatter, instructional purpose, student understanding, content of knowledge, feedback, and instructionalstrategies were synthesized and analyzed based on the six elements of Pedagogical Content Knowledge (PCK)on effectiveness, and instructional strategies. The results showed that it is very important to make studentsmemorable and effective flipped classroom teacher’s guidance, as well as the teacher’s overall pace of theclassroom, and the rational use of instructional strategies have an impact on the effectiveness of theclassroom. How to better dynamically combine the teacher’s dynamism with the students’ characteristics inthe classroom is also an issue that future educators need to further explore.