Title:
CONVENTIONAL INSTRUCTION VERSUS FLIPPED CLASSROOM MODEL: PRESERVICE TEACHERS SELF-EFFICACY IN ELEMENTARY MATHEMATICS INSTRUCTION

Authors:
Monica Wong-Ratcliff and Olivia P. Modesto ,USA

Abstract:
One instructional style gaining attention is the flipped classroom model. Despite the many positive claims, this model has yet to be explored in a teacher education course.To contribute to this line of investigation, a mixed-methods study was conducted, which compared two hybrid mathematics method classes: one using conventional instruction and another using the flipped classroom model. The participants were 92 community college transfer students, who took a mathematics method course in a university educator preparation program. Measures of preservice teachers’ confidence towards teaching were compared through Mathematics Teaching Efficacy Belief Instrument (MTEBI). Results found no significant differences between the conventional instruction classroom and the flipped model, indicating that the pre-service teachers in both the classrooms held similar beliefs regarding their teaching. Seventy percent of the participants responded that the flipped model helped them to learn the mathematical concepts better. Implications for teacher education are discussed