Reformulación de los roles del docente y del discente en la educación: El caso práctico del modelo de la Flipped Classroom en la universidad

This article shows how, starting from the diferent concepts of leadership and communication applied to organizations, the roles of the teacher and the student are deined based on their educational relationship and pedagogical innovation. Subsequently, a new methodological model of inductive nature called Inverse Class or Flipped Classroom is analyzed in a general way, to then show how this educational relationship between the teacher and student roles is afected and reformulated in particular. To give support to this theoretical construction, the results of the incorporation project of the Flipped Classroom, carried out between 2014 and 2016 in Barcelona (Spain) are presented, from the perceptions of university students ater taking subjects under the Flipped Classroom model consider that this pedagogical innovation manages to change the traditional roles of teachers and students. According to the students' perception, it is concluded that the teacher becomes the person who guides, accompanies, learns with and from the students, facilitates, becomes the transformational leader, interacts with the students, attends to the diversity of the classroom, personalizes the materials, makes a continuous evaluation, uses diferent evaluation systems (self-evaluation, co-evaluation) and the learner is the one who learns autonomously and collaboratively, as well as being able to coevaluate and interact with the teacher and with their classmates, thus showing a greater motivation and responsibility in their learning.