The flipped classroom in the training of technology education teacher

The present work is the result of classroom-based research, aiming to carry out a process of applying the flipped classroom model in teacher education, fostering autonomy, research, and reflection. For the development of the experience, a qualitative approach was considered, specifically action research, considering the organization of the conceptualization stage, the definition of an action plan, and intervention, establishing a contrast between theory and practice. It is highlighted that student-organized teaching seeks to enhance both individual and cooperative work, using one main strategy as a foundation and others as complementary Therefore, the role of the student in organizing activities should be considered as it lays the groundwork for promoting the construction and reflection on their role as a teacher in training.