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

Yungwei Hao*, Kathryn S. Lee

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

70 Citations (Scopus)


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
Publication statusPublished - 2016 Apr 1


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

ASJC Scopus subject areas

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


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