ELT teacher education flipped classroom: An analysis of task challenge and student teachers‟ views and expectations

In this study, we explore the interplay between task complexity, task conditions and task difficulty introduced by Robinson (2001) in flipped classroom instruction at tertiary level through the data we collected from undergraduate English Language Teaching (ELT) department students studying at an English-medium state university. For the participants, we adopted the flipped classroom principle that content attainment largely takes place outside the classroom and application attainment inside the classroom. Following this principle, we systematically designed and sequenced tasks according to their complexity, difficulty, and conditions, and assigned them to the ELT student teachers over an academic semester. Data regarding flipped classroom principle in relation to task design features were collected from the students through a focus group meeting and self-report questionnaires. This paper aimed to link ELT student teachers‟ opinions of task difficulty, complexity and conditions in flipped classroom principle about content and application attainment and discuss the implications of the findings for ELT teacher education.

İDE öğretmen eğitiminde ters-yüz sınıf uygulamalarına dair bir inceleme: Ödev tasarımı ve öğrenci değerlendirmeleri

Bu çalışmada, eğitim dili İngilizce olan bir devlet üniversitesinde İngiliz Dili Eğitimi (İDE) Bölümü lisans öğrencilerinden toplanan veriler aracılığıyla ters-yüz sınıf uygulamalarına yer verilen bir derste Robinson (2001) tarafından geliştirilen model kullanarak ödev karmaşıklığı, koşulları ve zorluğu gibi ödev özellikleri arasındaki etkileşim incelenmiştr. Bu bağlamda, ders içeriğinin ve ödevlerin planlanması ve geliştirilmesinde bilgi ediniminin genel itibariyle sınıf dışı faaliyetler, uygulama ediniminin de büyük oranda sınıf içi etkinlikler üzerinden yürütüleceği ilkesi benimsenmiştir. Ödevler karmaşıklık, koşullar ve zorluk özellikleri bakımından sistematik olarak tasarlanmış, sıralanmış ve bir akademik dönem boyunca uygulanmıştır. Uygulamalara yönelik veriler, odak grup toplantısı ve öz-değerlendirme anketleri aracılığıyla katılımcı öğrencilerden toplanmıştır. Bu çalışma ile İDE öğrencilerinin ödev karmaşıklığı, koşulları ve zorluğu gibi ödev özelliklerine ilişkin düşünceleri ile ters-yüz sınıf uygulamalarındaki bilgi ve uygulama edinimi ilkesi arasında bağlantı kurmak ve bulguları İDE öğretmen eğitimi alanına olası katkıları noktasında tartışmak ve değerlendirmek hedeflenmiştir.

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