Ters-yüz Edilmiş Sınıf Modelinin Öğretmenlik Meslek Bilgisi Dersinde Kullanılması: Tutum ve Öz-yeterlik İnançları Üzerindeki Etkileri

Abstract

The purpose of this study was to investigate the effects of the Flipped Classroom Model on preservice teachers' attitudes and self-efficacy beliefs about Teaching Principles and Methods course. It was also aimed to consider the opinions of preservice teachers about the model. A quasi-experimental research model with pre-test and post-test control groups was used in the study. The study sample consisted of 78 preservice teachers at a state university in the Western Black Sea Region in Turkey. The Teaching Principles and Methods course was carried out in a 14-week implementation process. The Flipped Classroom model was applied in the experimental group while the traditional teaching methods were applied in the control group. According to the results, it was determined that the model positively affected the preservice teachers' attitudes and self-efficacy beliefs about Teaching Principles 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 the implementation process were mostly related to the technical matters.