Korean Pre-service Teachers' Flipped Learning Experiences in a Teacher Education Program
This study explores Korean pre-service teachers' perceptions, attitudes, and satisfaction with flipped learning courses in a teacher education pro.
- Pub. date: November 15, 2022
- Pages: 711-717
- 320 Downloads
- 638 Views
- 3 Citations
This study explores Korean pre-service teachers' perceptions, attitudes, and satisfaction with flipped learning courses in a teacher education program. A mixed research method was used to collect the end-of-semester survey (n=62) and individual interview data (n=4). Guided by the four pillars of flipped learning (FL), study results are followed. First, Korean pre-service teachers believed that flipped learning format provided a flexible learning environment where pre-service teachers (PSTs) learn course materials in their own space. This result indicated that their learning happened without the limits of time and space. Second, pre-service teachers showed that their self-directed learning could be enhanced while watching pre-recorded videos before attending the class. Most PSTs agreed that their self-directed learning could be enhanced after participating in the flipped learning courses. Third, pre-service teachers evaluated that the FL course instructor was a professional educator who conveyed the intentional content effectively. Fourth, pre-service teachers were generally satisfied with the FL courses and were willing to take the FL courses again in the future.
flipped learning higher education pre service teachers self directed learning teacher education
Keywords: Flipped learning, higher education, pre-service teachers, self-directed learning, teacher education.
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