Inverted classroom as an educational innovation proposal for the research course at UNES

Context: The flipped classroom proposes that teacher’s study and prepare content outside of class, while classroom tasks are participatory. Objective: This work aimed to propose the flipped classroom model as an educational innovation for the Research course at the National Experimental Security University of San Carlos Cojedes. Method: It was approached from a quantitative perspective, using a feasible project research type, supported by a field design. The study population and sample consisted of eleven (11) teachers. For data collection, the survey technique was used, employing a questionnaire with fourteen (14) Likert-type items with five response options (Always, Almost Always, Sometimes, Almost Never, and Never). This instrument was validated through the judgment of three experts, and its reliability was assessed using Cronbach's Alpha coefficient, achieving a value of 0.86, indicating a high level of reliability. Results: Generally, present the main result of the research. Conclusion: It was demonstrated that the teachers of the research course at UNES lack the necessary knowledge to implement the flipped classroom model.