The Use of Flipped Classroom Model in Teaching Profession Knowledge Course: Its Effects on Attitudes and Self-Efficacy Beliefs

Abstract

The purpose of this study was to investigate the effects of the Flipped ClassroomModel on preservice teachers' attitudes and self-efficacy beliefs about TeachingPrinciples and Methods course. It was also aimed to consider the opinions ofpreservice teachers about the model. A quasi-experimental research model withpre-test and post-test control groups was used in the study. The study sampleconsisted of 78 preservice teachers at a state university in the Western Black SeaRegion in Turkey. The Teaching Principles and Methods course was carried out ina 14-week implementation process. The Flipped Classroom model was applied inthe experimental group while the traditional teaching methods were applied in thecontrol group. According to the results, it was determined that the model positivelyaffected the preservice teachers' attitudes and self-efficacy beliefs about TeachingPrinciples and Methods course. Besides having positive opinions about the model,the preservice teachers also pointed out the educational advantages of the model.The negative opinions about the model and the problems encountered during theimplementation process were mostly related to the technical matters.