Title: Teachers who use flipping the classroom: professional development, feelings of autonomy and TPACK
Authors: Nadira Saab; Shirley Stengs
Addresses: Leiden University, P.O. Box 9555, 2300 RB Leiden, The Netherlands ' Elisabeth Wolffstraat 75-1, 1053 TT Amsterdam, The Netherlands
Abstract: This paper reports on a study that investigates whether teachers who use the flipping the classroom approach carry out different professional learning activities, feel more autonomous and have more knowledge about the integration of pedagogy, technology and content than teachers who do not do so. The study was conducted through two questionnaires completed by 71 and 41 secondary education teachers respectively. The results indicate that teachers who apply the flipping the classroom approach stated that they performed more individually oriented professional learning activities and were more developed in TPACK compared with teachers who do not use flipping the classroom. Keeping up to date by reading and through work-related training, trying out new methods by experimenting, and evaluating newly applied methods by reflecting were the activities they used to develop themselves the most. No differences were found for feelings of autonomy between the groups of teachers.
Keywords: flipped classroom; flipped learning; professional development; teacher autonomy; TPACK; secondary teachers; secondary education; interactive learning environments.
International Journal of Social Media and Interactive Learning Environments, 2014 Vol.2 No.4, pp.341 - 360
Available online: 20 Feb 2015 *Full-text access for editors Access for subscribers Purchase this article Comment on this article