The impact of applying the flipped classroom model in professional training for preservice mathematics teachers on the promotion of self-directed learning and the ability to participate in learning

The flipped classroom model has been used in many fields of education for over a decade, from kindergarten through university. Flipped learning management plays a vital role, especially during the time when the world is facing the spread of the COVID-19 disease. It can be seen from the study’s results on the use of the flipped classroom model that there are factors that have a positive effect on academic achievement and student satisfaction. However, there are still challenges to the use of the flipped classroom simulation model in the field of professional training for mathematics teacher students, especially in relation to self-learning factors and participation in mathematics learning. To address this gap, our research focuses on the study of the factors that affect self-learning and the participation of mathematics student teachers in Lao PDR. Our research results provide a deeper understanding of the use of the flipped classroom model and show that this model promotes self-learning and the ability of students to participate.