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

Year 2020, Volume: 9 Issue: 3, 645 - 665, 05.10.2020
https://doi.org/10.14686/buefad.725291

Abstract

Bu çalışmanın amacı, Ters-yüz Edilmiş Sınıf Modeli’nin Öğretim İlke ve Yöntemleri dersine yönelik öğretmen adaylarının tutum ve öz-yeterlikleri üzerindeki etkisini incelemektir. Ayrıca öğretmen adaylarının modele ilişkin görüşlerinin alınması da amaçlanmıştır. Araştırmada, ön test-son test kontrol gruplu yarı deneysel araştırma modeli kullanılmıştır. Çalışma grubu, Batı Karadeniz’de yer alan bir devlet üniversitesinde 78 öğretmen adayından oluşmaktadır. 14 haftalık uygulama aşaması Öğretim İlke ve Yöntemleri dersinde gerçekleştirilmiştir. Deney grubunda Ters-yüz Edilmiş Sınıf Modeli, kontrol grubunda geleneksel öğretim yöntemleri kullanılmıştır. Elde edilen sonuçlara göre, modelin öğretmen adaylarının derse yönelik tutum ve öz-yeterlik inançlarını olumlu yönde etkilediği saptanmıştır. Ayrıca öğretmen adayları modele ilişkin genel anlamda olumlu görüşlere sahipken özellikle eğitsel avantajlarına dikkat çekmişlerdir. Modele yönelik olumsuz görüşler ve uygulama süresince yaşanan sorunlar ise ağırlıklı olarak teknik meselelerle ilgilidir.

References

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

Year 2020, Volume: 9 Issue: 3, 645 - 665, 05.10.2020
https://doi.org/10.14686/buefad.725291

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.

References

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  • Akçay, N. O., Akçay, A., & Kurt, M. (2016). Ortaokul öğretmenlerinin öğretim yöntem ve tekniklerine yönelik görüş ve yeterliklerinin incelenmesi [Investigation of the secondary school teachers’ view and competency to teaching methods and techniques]. Eğitim ve Öğretim Araştırmaları Dergisi, 5(1), 333-342.
  • Andujar, A., Salaberri-Ramiro, M. S., & Martínez, M. S. C. (2020). Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience. Sustainability, 12(3), 1110. https://doi.org/10.3390/su12031110
  • Aykaç, N. (2011). Hayat bilgisi dersi öğretim programında kullanılan yöntem ve tekniklerin öğretmen görüşlerine göre değerlendirilmesi (Sinop ili örneği) [Evaluation of the methods and techniques used in knowledge of life course teaching pro (Sinop case study) gram according to teacher opinions]. Kastamonu Eğitim Dergisi, 19(1), 113-126.
  • Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. https://doi.org/10.1016/j.compedu.2018.09.013
  • Aziz, Z., & Hossain, A. (2010). A comparison of cooperative learning and conventional teaching on students’ achievement in secondary mathematics. Procedia Social and Behavioral Sciences, 9, 53-62.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist,37(2), 122-47.
  • Başaran, S. (2019). Investigating university students' views on flipped classroom approach. Proceedings of INTED2019, 13th International Technology, Education and Development Conference, 8050-8059. https://doi.org/10.21125/inted.2019.1998
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  • Buldu, M. (2014). Öğretmen yeterlik düzeyi değerlendirmesi ve mesleki gelişim eğitimleri planlanması üzerine bir öneri [A system level proposal on teacher competency assessment and teacher professional development]. Millî Eğitim, 204, 114-134.
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  • Büyüköztürk, S. (2013). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. (18. Edition). Ankara: Pegem AkademiYayıncılık.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Murat Debbağ 0000-0002-8406-9931

Sevilay Yıldız 0000-0002-8863-2488

Publication Date October 5, 2020
Published in Issue Year 2020 Volume: 9 Issue: 3

Cite

APA Debbağ, M., & Yıldız, S. (2020). The Use of Flipped Classroom Model in Teaching Profession Knowledge Course: Its Effects on Attitudes and Self-Efficacy Beliefs. Bartın University Journal of Faculty of Education, 9(3), 645-665. https://doi.org/10.14686/buefad.725291

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Bartın University Journal of Faculty of Education