Using Cooperative Learning and the Flipped Classroom Model with Prospective Teachers to Increase Digital Literacy Self-Efficacy, Technopedagogical Education, and 21st-Century Skills Competence

Autor/in	Aslan, Serkan
Titel	Using Cooperative Learning and the Flipped Classroom Model with Prospective Teachers to Increase Digital Literacy Self-Efficacy, Technopedagogical Education, and 21st-Century Skills Competence
Quelle	In: International Journal of Progressive Education, 18 (2022) 3, S.121-137 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aslan, Serkan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cooperative Learning; Flipped Classroom; Preservice Teachers; Digital Literacy; Self Efficacy; 21st Century Skills; Science Teachers; Technology Integration + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Flipped classrooms; Flip teaching; Inverted teaching; Self-efficacy; Selbstwirksamkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	The aim of this study was to investigate the effect of cooperative learning on the digital literacy self-efficacy, technopedagogical education competence, and 21st-century skills competence perceptions of prospective teachers based on the flipped classroom model. The research used an experimental pattern with pretest-posttest and a control group, which is one of the semi-experimental models. The participants were 68 prospective science teachers studying at the 2nd and 3rd grades at a public university in the 2019-2020 academic year. Three scales were used to develop the data collection tool for the study: a Digital Literacy Self-Efficacy Scale; a Technopedagogical Education Competence Scale, and a 21st-Century Skills Competence Perception Scale. The results showed that a cooperative learning model and a flipped classroom model were both significantly effective in developing the pre-service teachers' skills. However, this study showed that cooperative learning used in conjunction with the flipped classroom model was more effective than the cooperative learning model used alone. It is recommended that technology-based student-centered models be used in teacher training programs. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01