Abstract
This study analyzes the flipped instruction model used in three special education educator preparation courses to examine which components preservice teachers perceived most contributed to their content knowledge, motivation, and engagement (n=50). Weekly pre-class asynchronous assignments included the use of educational technology tools such as an interactive e-textbook site, Perusall, and online academic activities such as Khan Academy to strengthen their content knowledge. This allowed more time for a student-centered approach during synchronous instruction to incorporate tools such as Nearpod, Pear Deck, Flipgrid and digital badges to strength-en their motivation and engagement. Data were collected through a post-course survey; results indicate that preservice teachers perceived this model was motivating, engaging, and contributed significantly to their content knowledge. They also identified hands-on activities during class as a significant component of their learning. This article discusses the project, limitations, and implications for future flipped instruction research in special education educator preparation programs.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Massey, Cynthia C.; Dogan, Selcuk; Muhammad, Edward Anthony; Hogan, Eric; Head, Cindy N.; and Kim, Jackie
(2022)
"The Effect of Flipped Instruction on Special Education Preservice Teachers' Perceptions,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 16:
No.
2, Article 13.
Available at: https://doi.org/10.20429/ijsotl.2022.160213
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