Abstract
This study, conducted at Shymkent University, evaluated the effectiveness of the Flipped Classroom (FCR) paradigm compared to Conventional Lecture-based Learning (CLL) in teaching biology to third-year clinical pedagogy students. A total of 109 students participated in the study. The FCR model incorporated pre-class preparation, collaborative group projects, and reflective discussions to foster critical thinking, independent problem-solving, and learner autonomy. Initial assessments revealed that students in the FCR group significantly outperformed their CLL counterparts in exam performance, analytical reasoning, and communication skills. Furthermore, FCR students demonstrated stronger application of foundational knowledge in subsequent, practice-oriented courses. While long-term knowledge retention did not differ significantly between groups, the FCR cohort expressed higher levels of engagement and satisfaction. Despite challenges—such as the reliance on GPA for group formation and insufficient evaluation of lifelong learning skills—the findings underscore the transformative potential of FCR in pedagogy education. By promoting active learning and equipping students for professional and lifelong development, the FCR model offers a robust framework for modernizing teacher training in the clinical sciences.