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

dc.contributor.authorRibeirinha, Teresa
dc.contributor.authorCorreia, Marisa
dc.date.accessioned2024-07-27T22:17:16Z
dc.date.available2024-07-27T22:17:16Z
dc.date.issued2024-07
dc.description.abstractTeacher 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationRibeirinha, 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.pt_PT
dc.identifier.doihttps://doi.org/10.21125/edulearn.2024.1727pt_PT
dc.identifier.isbn978-84-09-62938-1
dc.identifier.issn2340-1117
dc.identifier.urihttp://hdl.handle.net/10400.15/4909
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherIATEDpt_PT
dc.relation.publisherversionhttps://library.iated.org/view/RIBEIRINHA2024IMPpt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectflipped classroom modelpt_PT
dc.subjectpre-service teacherspt_PT
dc.subjectscience educationpt_PT
dc.subjectself-efficacypt_PT
dc.subjectteacher educationpt_PT
dc.titleImproving pre-service teachers’ science self-efficacy through the flipped classroom modelpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlacePalma, Spainpt_PT
oaire.citation.endPage7309pt_PT
oaire.citation.startPage7302pt_PT
oaire.citation.titleEDULEARN24 Proceedingspt_PT
person.familyNameRibeirinha
person.familyNameCorreia
person.givenNameTeresa
person.givenNameMarisa
person.identifier.ciencia-idE71C-28EF-9505
person.identifier.ciencia-idF319-BEDD-099B
person.identifier.orcid0000-0002-5678-3476
person.identifier.orcid0000-0001-6205-4475
person.identifier.ridC-6766-2014
person.identifier.scopus-author-id57202834080
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication31421a78-bdbf-437c-bc90-1d278e7030da
relation.isAuthorOfPublication866ed423-d6ba-4d00-8866-e5fe2db4fa9b
relation.isAuthorOfPublication.latestForDiscovery31421a78-bdbf-437c-bc90-1d278e7030da

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