Search results for: Yi Jin
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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
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.
Updated: Feb. 17, 2021
A cross-institutional investigation of a flipped module on preservice teachers’ interest in teaching computational thinking
Informed by the person–object theory of interest, this study deployed a mixed-method concurrent triangulation design and investigated the impact of major/specialization, gender, and module design on preservice teachers' interest in teaching computational thinking. The study was conducted in a flipped computational thinking module hosted in three sections of educational technology courses at two U.S. institutions. Results from the quantitative analysis showed that preservice teachers who did both Scratch coding and physical computing practices had a higher level of interest than their peers who only did the Scratch coding only. The qualitative analysis found evidence that preservice teachers' interest differed by their gender and major/specialization statuses. At the end, the authors provided suggestions for future research and practice for teaching computational thinking in teacher education.
Updated: Jan. 01, 2021