EXPLORING SECONDARY SCHOOL TEACHERS’ PERCEPTIONS OF FLIPPED CLASSROOM APPROACH IN A CITY IN SOUTHERN KAZAKHSTAN

Abstract

Exploring Secondary School Teachers’ Perceptions of Flipped Classroom Approach in a City in Southern Kazakhstan This qualitative study examines secondary school teachers' perceptions of the flipped classroom approach in a city in southern Kazakhstan. The research contributes to the limited literature on flipped classroom implementation in the unique context of Kazakhstan, providing insights into its potential benefits and challenges. Through semi-structured interviews with four teachers who have used the flipped classroom approach, the study reveals their perceptions of its impact on student learning, as well as their experiences of implementing it. Findings suggest that teachers perceive the flipped classroom approach to have a positive impact on student motivation, engagement, and performance. However, the implementation of the approach is also associated with several challenges, such as technological issues, time constraints, and difficulties in managing student participation. The study highlights the importance of teacher training and support for successful flipped classroom implementation. Additionally, the research provides insights into the potential positive impact of teachers conducting research in their own schools and the need for them to share their experiences with others to improve the quality of education in Kazakhstan. Keywords: flipped classroom, secondary education, Kazakhstan, qualitative research, teacher perceptions, teacher experiences, student learning, student engagement, student motivation, teacher training, teacher support.