Proposal Title

Professional Development to Enhance the Self-Efficacy of Flipped Instruction

Location

Walsh B

Proposal Track

Research Project

Session Format

Presentation

Abstract

In recent studies, researchers found that 90 percent of teachers reported participating in professional development; however, most teachers reported that it was not effective for improving their practice (Darling-Hammond et al, 2009; Garet, Porter, Desimone, Birman & Yoon, 2001; Desimone, Porter, Garet, Yoon & Birman, 2002; Corcoran & Foley, 2003). Therefore, there is a need to explore new ways of conducting effective professional development. This study was conducted while executing a Teacher Quality State Grant Professional Development Initiative in 10 of Georgia’s high-need public elementary schools. The purpose of this research is to investigate if the professional development can increase teachers’ self-efficacy in applying and implementing new skills involved in flipping literacy and math instruction. In addition, the research aims to examine the perceptions of participants on the effectiveness of the professional development while learning the Flipped Classroom Model (FCM) in an early childhood education environment. The mixed method study found that the participants’ self-efficacies in designing and implementing the flipped classroom model were significantly improved between pre-and post-tests. Other notable qualitative results and implications for design of a professional development program will be discussed.

Keywords

Self-efficacy, flipped instruction, professional development, mixed method, teacher education

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Oct 7th, 10:30 AM Oct 7th, 12:00 PM

Professional Development to Enhance the Self-Efficacy of Flipped Instruction

Walsh B

In recent studies, researchers found that 90 percent of teachers reported participating in professional development; however, most teachers reported that it was not effective for improving their practice (Darling-Hammond et al, 2009; Garet, Porter, Desimone, Birman & Yoon, 2001; Desimone, Porter, Garet, Yoon & Birman, 2002; Corcoran & Foley, 2003). Therefore, there is a need to explore new ways of conducting effective professional development. This study was conducted while executing a Teacher Quality State Grant Professional Development Initiative in 10 of Georgia’s high-need public elementary schools. The purpose of this research is to investigate if the professional development can increase teachers’ self-efficacy in applying and implementing new skills involved in flipping literacy and math instruction. In addition, the research aims to examine the perceptions of participants on the effectiveness of the professional development while learning the Flipped Classroom Model (FCM) in an early childhood education environment. The mixed method study found that the participants’ self-efficacies in designing and implementing the flipped classroom model were significantly improved between pre-and post-tests. Other notable qualitative results and implications for design of a professional development program will be discussed.