This article provides the descriptive analysis of an action research project upon the application of the Flipped Classroom Approach in twelve teaching cases of 6th graders in the Greek public primary school context. Based on recent studies, no research can be found on flipping in the area of Teaching English as a Foreign Language at a primary school level in Greece. Flipped Classroom Approach is a relatively new pedagogical approach which has gained momentum recently to overcome the rigidity and ineffectiveness of traditional teacher-centered practices which over-rely on lectures, homework assignment, testing and rote learning. In Flipped Classroom, the traditional lecture and homework sessions are inverted with students being provided with online material in order to gain the necessary knowledge before class, while class time is devoted to clarifications and application of this knowledge. Therefore, the research presented in this article, aimed at examining whether English Language Teachers were ready to embrace flipping as part of their professional development, to evaluate the provided flipping material and to develop new one. Finally, the flipping implementation was discussed concerning its effectiveness into promoting students’ Active Learning processes.
Keywords: Flipped Classroom Approach, Educational Technology, Active Learning, Teachers’ Professional Development