THE IMPACT OF THE FLIPPED CLASSROOM MODEL (FCM) IN IN-SERVICE TRAINING ON TEACHERS' SELF-EFFICACY IN PROJECT COMPETITIONS MENTORING

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Özdemir E., Mirici S.

International Online Journal of Education and Teaching (IOJET), cilt.11, sa.3, ss.757-779, 2024 (Hakemli Dergi)

Özet

Trainings are indispensable for teachers to meet the requirements of changing educational technologies, pedagogical approaches, and curricula. In-service training is a crucial step towards enhancing the professional development of teachers and improving the quality of education. This study aims to reveal the impact of the Flipped Classroom Model (FCM) in inservice training on teachers' self-efficacy levels in project mentoring. The study group consists of Biology and Science teachers who voluntarily participated in project mentoring training during the 2021-2022 academic year. Three groups were formed among the participating teachers: FCM group, face-to-face training group, and distance education group. The face-toface training was designed according to the project-based learning approach. In the research, a quasi-experimental design from quantitative methods and a case study from qualitative methods were used together. Data were collected using the "Project Competitions Mentoring SelfEfficacy Scale" before and after the application. In the analysis of the data, descriptive statistics, the Kruskal-Wallis test, the Wilcoxon Signed Ranks test, and the Tamhane’s post-hoc analysis for pairwise comparisons were used. The results indicated that the self-efficacy levels of the groups receiving project mentoring training through FCM, face-to-face, and distance education were significantly higher after the application compared to before the application. However, no statistically significant difference was found between the groups. The post-test scores in the responsibility sub-dimension were significantly higher in the face-to-face training group. In conclusion, it can be said that the FCM has similar effects on teachers' overall self-efficacy perception compared to other methods, and that face-to-face education increases teachers' sense of responsibility in project competitions mentoring.