The value of using Flip in teaching practice: pre-service teachers’ experiences

Abstract

Studies have shown that Flip (previously known as Flipgrid) positively affects teaching and learning in the education sphere. This paper aims to articulate the value of Flip in the context of teaching practice. Over three weeks, pre-service teachers in their third year of study at university were required to submit videos of their lesson presentations. During this time, more than 3700 video submissions were made. As part of their final portfolio, the pre-service teachers reflected on two prompts: what they enjoyed and what they did not enjoy about submitting the videos. These reflections were subsequently analysed. The findings indicate that students respond positively to the use of Flip, which enhances their technological, pedagogical, and content knowledge. The results further reveal that Flip improves time management skills, equips students to teach in an online environment, and fosters collaboration with peers to refine lesson quality. The reflections presented in this paper provide insights into pre-service teachers’ experiences with Flip and offer suggestions for improving its use as a virtual classroom tool. The authors recommend that faculties of education globally incorporate video recording into teaching practice to strengthen pre-service teachers’ teaching capabilities.