Improving pre-service teachers’ science self-efficacy through the flipped classroom model

Ribeirinha, Teresa; Correia, Marisa

http://hdl.handle.net/10400.15/4909

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Authors

Ribeirinha, Teresa

Correia, Marisa

Abstract(s)

Teacher education programmes are widely acknowledged for their pivotal role in equipping future educators with the knowledge and skills necessary to succeed in their roles. The concept of self-efficacy has emerged as a key area of interest in teacher education, due to its strong associations with teachers' performance and commitment to their profession. Consequently, there is a pressing need to cultivate the self-efficacy of pre-service teachers (PSTs). In recent years, there has been a notable increase in the popularity of the flipped classroom model (FMC) as an active learning model that has the potential to enhance students' self-efficacy when interacting with science content. The present study evaluates the impact of implementing an FCM approach on the PSTs' self-efficacy in science, specifically those enrolled in a general science course within the basic education programme. The study was conducted over a period of 14 weeks using a mixed methods approach. The quantitative dimension employed a semi-experimental design with a pretest-post-test control group and a semi-structured interview for qualitative data collection. The results demonstrated that the FCM had a statistically significant impact on enhancing the personal science teaching efficacy of the PSTs. The PSTs' mastery experiences during the learning process with the FCM facilitated the development of science-related knowledge and skills, the reduction or elimination of emotional barriers that might be perceived as inhibiting their performance, and provided vicarious experiences that inspired their future practice. The incorporation of the FCM into teacher education programmes confers a substantial advantage in the pedagogical training of future teachers.

Keywords

flipped classroom model pre-service teachers science education self-efficacy teacher education

URI

http://hdl.handle.net/10400.15/4909

Citation

Ribeirinha, T., & Correia, M. (2024). Improving pre-service teachers’ science self-efficacy through the flipped classroom model. In EDULEARN24 Proceedings, 16th International Conference on Education and New Learning Technologies (pp. 7302-7309). IATED. Palma, Spain.