Teaching in flipped classrooms: Exploring pre-service teachers' concerns

Yungwei Hao, Kathryn S. Lee

Research output: Contribution to journalArticle

23 Citations (Scopus)

Abstract

To effectively promote the student-centered movement, it is important to understand pre-service teacher concerns about teaching in technology-integrated flipped classrooms. This study surveyed more than 470 pre-service teachers' concerns on teaching with flipped learning instruction. To understand the role of individual differences, personal characteristics such as self-efficacy for teaching, teacher knowledge, and other demographics were investigated. The results indicated the pre-service teachers had mostly self-concerns. Self-efficacy and non-technological teacher knowledge were associated with most stages of concern. Females had more awareness and management concerns; non-science pre-service teachers had more information, personal, and collaboration concerns; seniors had the highest awareness for flipped classrooms, and the effects of other personal characteristics on stages of concern were identified. The significant findings draw implications for teacher educators and teacher education programs in updating curriculum and instruction so as to equip pre-service teachers with the essential knowledge and skills for teaching effectively in 21st century classrooms.

Original languageEnglish
Pages (from-to)250-260
Number of pages11
JournalComputers in Human Behavior
Volume57
DOIs
Publication statusPublished - 2016 Apr 1

Fingerprint

Teaching
Self Efficacy
Individuality
Curriculum
Curricula
Education
Demography
Learning
Students
Technology
Pre-service Teachers
Teacher Knowledge
Self-efficacy

Keywords

  • Flipped classroom
  • Pre-service teacher concerns
  • Student-centered instruction
  • Teacher education

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Human-Computer Interaction
  • Psychology(all)

Cite this

Teaching in flipped classrooms : Exploring pre-service teachers' concerns. / Hao, Yungwei; Lee, Kathryn S.

In: Computers in Human Behavior, Vol. 57, 01.04.2016, p. 250-260.

Research output: Contribution to journalArticle

@article{04b643ab9b364ee1aae378aa55727adc,
title = "Teaching in flipped classrooms: Exploring pre-service teachers' concerns",
abstract = "To effectively promote the student-centered movement, it is important to understand pre-service teacher concerns about teaching in technology-integrated flipped classrooms. This study surveyed more than 470 pre-service teachers' concerns on teaching with flipped learning instruction. To understand the role of individual differences, personal characteristics such as self-efficacy for teaching, teacher knowledge, and other demographics were investigated. The results indicated the pre-service teachers had mostly self-concerns. Self-efficacy and non-technological teacher knowledge were associated with most stages of concern. Females had more awareness and management concerns; non-science pre-service teachers had more information, personal, and collaboration concerns; seniors had the highest awareness for flipped classrooms, and the effects of other personal characteristics on stages of concern were identified. The significant findings draw implications for teacher educators and teacher education programs in updating curriculum and instruction so as to equip pre-service teachers with the essential knowledge and skills for teaching effectively in 21st century classrooms.",
keywords = "Flipped classroom, Pre-service teacher concerns, Student-centered instruction, Teacher education",
author = "Yungwei Hao and Lee, {Kathryn S.}",
year = "2016",
month = "4",
day = "1",
doi = "10.1016/j.chb.2015.12.022",
language = "English",
volume = "57",
pages = "250--260",
journal = "Computers in Human Behavior",
issn = "0747-5632",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Teaching in flipped classrooms

T2 - Exploring pre-service teachers' concerns

AU - Hao, Yungwei

AU - Lee, Kathryn S.

PY - 2016/4/1

Y1 - 2016/4/1

N2 - To effectively promote the student-centered movement, it is important to understand pre-service teacher concerns about teaching in technology-integrated flipped classrooms. This study surveyed more than 470 pre-service teachers' concerns on teaching with flipped learning instruction. To understand the role of individual differences, personal characteristics such as self-efficacy for teaching, teacher knowledge, and other demographics were investigated. The results indicated the pre-service teachers had mostly self-concerns. Self-efficacy and non-technological teacher knowledge were associated with most stages of concern. Females had more awareness and management concerns; non-science pre-service teachers had more information, personal, and collaboration concerns; seniors had the highest awareness for flipped classrooms, and the effects of other personal characteristics on stages of concern were identified. The significant findings draw implications for teacher educators and teacher education programs in updating curriculum and instruction so as to equip pre-service teachers with the essential knowledge and skills for teaching effectively in 21st century classrooms.

AB - To effectively promote the student-centered movement, it is important to understand pre-service teacher concerns about teaching in technology-integrated flipped classrooms. This study surveyed more than 470 pre-service teachers' concerns on teaching with flipped learning instruction. To understand the role of individual differences, personal characteristics such as self-efficacy for teaching, teacher knowledge, and other demographics were investigated. The results indicated the pre-service teachers had mostly self-concerns. Self-efficacy and non-technological teacher knowledge were associated with most stages of concern. Females had more awareness and management concerns; non-science pre-service teachers had more information, personal, and collaboration concerns; seniors had the highest awareness for flipped classrooms, and the effects of other personal characteristics on stages of concern were identified. The significant findings draw implications for teacher educators and teacher education programs in updating curriculum and instruction so as to equip pre-service teachers with the essential knowledge and skills for teaching effectively in 21st century classrooms.

KW - Flipped classroom

KW - Pre-service teacher concerns

KW - Student-centered instruction

KW - Teacher education

UR - http://www.scopus.com/inward/record.url?scp=84957577461&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84957577461&partnerID=8YFLogxK

U2 - 10.1016/j.chb.2015.12.022

DO - 10.1016/j.chb.2015.12.022

M3 - Article

AN - SCOPUS:84957577461

VL - 57

SP - 250

EP - 260

JO - Computers in Human Behavior

JF - Computers in Human Behavior

SN - 0747-5632

ER -