Examining Preservice Teachers' TPACK, Attitudes, Self-Efficacy, and Perceptions of Teamwork in a Stand-Alone Educational Technology Course Using Flipped Classroom or Flipped Team-Based Learning Pedagogies

Autor/inn/en	Jin, Yi; Harp, Christi
Titel	Examining Preservice Teachers' TPACK, Attitudes, Self-Efficacy, and Perceptions of Teamwork in a Stand-Alone Educational Technology Course Using Flipped Classroom or Flipped Team-Based Learning Pedagogies
Quelle	In: Journal of Digital Learning in Teacher Education, 36 (2020) 3, S.166-184 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jin, Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2020.1752335
Schlagwörter	Preservice Teachers; Technological Literacy; Pedagogical Content Knowledge; Student Attitudes; Self Efficacy; Teamwork; Educational Technology; Technology Uses in Education; Cooperative Learning; Middle School Teachers; Homework + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Hausaufgabe
Abstract	The study's purpose was to investigate whether two different pedagogical strategies, flipped classroom and flipped team-based learning (FTBL), had different impacts on preservice teachers' TPACK, attitudes, self-efficacy, and perceptions of teamwork. Several survey instruments were sent to 32 preservice teachers who were Middle Grades Education majors at the beginning and end of the spring 2019 semester. Descriptive analyses, paired-samples t-tests, independent sample t-tests, and Pearson's correlation tests were run. The overall results showed that preservice teachers who enrolled in the FTBL section reported higher scores in most constructs. However, most comparisons had no statistically significant differences. The results may help teacher educators to rethink the pedagogical strategies used in the stand-alone educational technology course and provide alternatives to the traditional teaching approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01