Akademik Veri Yönetim Sistemi
International Teacher Education Conference 2023 (ITEC 2023), Dubai, Birleşik Arap Emirlikleri, 02 Şubat 2023, cilt.22, ss.13-24
As a technology-based approach to learning,
flipped classrooms have lately stood out on various stages and fields of
education. As opposed to the traditional education, the flipped classroom
enables learners to watch the content videos presented by the course teacher in
advance, and to come to classes with some preliminary work to engage in
collaborative activities guided by the teacher. A majority of language-related
studies of flipped learning adopted both quantitative and qualitative data to indicate
the differences of conventional versus flipped instructional treatments,
generally conducted in relation to specific language skills or language aspects
such as speaking and grammar. Due to the scarcity of research in teacher
training filed and the differing findings on the model’s effects from the
previous studies, the present research aims to obtain further evidence of the
influence of flipped learning and to extend the existing literature by delving
into the field of language teacher training. This study tries to understand
whether the flipped classroom approach leads to improvements in the trainee
teachers’ course achievements. Additionally, the research will comprise the
trainee teachers’ views regarding their flipped learning experiences. A total
of 114 learner scores were statistically compared, and voluntary English
Language Teacher trainees provided survey (n=72)
and interview (n=18) data from the
flipped Linguistics and Teaching English Vocabulary courses in the education
faculty of a state university. It was
found that the difference between the scores of the two instructional modes was
not statistically significant but the participants generously contributed to
our understanding of the interactions in the flipped mode of education in the
Turkish culture. This pilot study, with its constructive and practical
implications, yields significant insights into the nature and administration of
teacher training in the flipped model, and will form the basis for a more
detailed action research to be conducted in the following term.