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.