Flipped Classroom and Aronson’s Puzzle in teacher education: an exploratory study to examine cooperation, motivation and satisfaction

The main aim of this exploratory study was to analyse the impact of two active methodologies (i.e. Flipped Classroom, Aronson's Puzzle) applied in the subject of Didactics of Physical Education in Primary in the students' cooperation, satisfaction, and motivation. 299 pre-service teachers (FC: n = 160; AP: n = 139) completed the Cooperative Learning Questionnaire, the Questionnaire on Current motivation, and the Questionnaire on the Experience of Good Practice and Evaluation. Results showed that both methodologies may be comparable in terms of students' cooperation, motivation and satisfaction. Moreover, students' final qualification was positively related to the probability of success and group promotion. The findings support that these active methodologies may be adequate approaches in teacher education and ideas for future research are shared.