The Effect of Preparing Lesson Plans in Online Flipped Learning Model on Pre-Service Teachers' Self-Efficacy Levels of TPACK

Abstract

This study aims to investigate the effects of developing lesson plans in flipped learning model on pre-service chemistry teachers' self-efficacy beliefs in technological pedagogical content knowledge (TPACK) and to obtain their views on flipped learning. The study adopts a pre-test and post-test design with one group. Twenty-five pre-service chemistry teachers joined the classes in subjects such as teaching methods and techniques, materials development and curriculum development. Teaching was done using the flipped learning model. The students also prepared their own lesson plans using the flipped learning approach. Results show that the participants progress in TPACK in general and in the sub-factors of technological knowledge, pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. Results reveal no statistically significant difference in the content knowledge sub-factor of TPACK. Pre-service teachers have positive thoughts about flipped learning model.