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Implementing the flipped classroom in teacher education: evidence from Turkey

Resource type
Journal Article
Author/contributor
Title
Implementing the flipped classroom in teacher education: evidence from Turkey
Abstract
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Publication
Journal of Educational Technology & Society
Volume
20
Issue
1
Date
2017
Language
English
ISSN
EISSN-1436-4522
Loc. in Archive
1895978809; EJ1125967
Extra
Publisher: International Forum of Educational Technology & Society, Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851
Citation
Kurt, G. (2017). Implementing the flipped classroom in teacher education: evidence from Turkey. Journal of Educational Technology & Society, 20(1). https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey