There are more and more reports about effective face-to-face teacher professional development models that adhere to certain principles and mechanisms; still, insights into effective flipped-learning teacher professional development models are scarce. As digital transformation is a hot topic in all fields of education, extending understanding about effective flipped-learning teacher professional development is vital for teacher educators, school leaders and teacher professional development founders. Based on four design principles (insights, motivation, techniques and support) through two cycles of design-based research, we have developed and field tested a modular flipped learning teacher professional development model, that combines online, face-to-face workshop and implementation phases. We have described three tasks that operationalize teacher learning in interaction with teacher educators throughout the aforementioned phases; the tasks include the mechanisms of effective teacher professional development. The flipped learning professional development model was field-tested in a sample of 158 primary science teachers. The piloting highlights experience from the student perspective in face-to-face learning as an enabler for the implementation of preferred teaching and learning in classrooms. Gaps in pedagogical content knowledge and reflection skills are the aspects that hinder teacher learning throughout the designed model.