Narrative study of a freshman who experienced a flipped learning course in early childhood music education

Objectives This study explored the flipped learning class experiences of five first-year pre-service teachers in the Department of Early Childhood Education at University B. Methods The research participants were five first-year pre-service teachers in the Department of Early Childhood Education at University B. Primary data collection was conducted from March 2, 2022 to June 10, 2022, on documents related to in-depth activities in the flipped learning course. And the secondary data collection was conducted through in-depth interviews from July 2, 2022 to November 13, 2022, after the end of the first semester academic schedule. The two researchers collaborated on data collection and data analysis. The data analysis was conducted using an inductive analysis method to extract research results. That is, the collected data was segmented to distinguish meaningful data and keywords were created. The keywords were constructed as minor, middle, and major keywords through categorizing work, and the final research results could be revealed. Results As a result of the study, The research participants experienced a truly collegiate lecture through the free and engaging atmosphere of the flipped learning class, where the learner takes the lead and actively participates in discussions. They also realized the value of collaborative learning, empathizing with the responsibility of self-directed learning during the pre-study phase of online lectures. Through various in-depth learning experiences connected to face-to-face classes, the participants found the meaning of experiential learning and envisioned a future classroom where active, enjoyable participation and hands-on learning are embraced. Conclusions This study attempted to explore the direction of learner-centered pre-service teacher education through the flipped learning class experience in the first semester of the first year of high school to college. The learner's learning suggests the necessity of looking back on the instructor's teaching through the voice of the pre-service teacher because good teaching and learning are connected when viewed from the learner's point of view.