Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools

The aim of this research is to examine the dimensions of junior high school teachers’ readiness for implementing a flipped classroom approach and to construct and validate an instrument—the Flipped‐Classroom Teacher Scale (FCTS). Two sets of samples (170 and 495 junior high school teachers) served t...

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Veröffentlicht in:British journal of educational technology 2020-07, Vol.51 (4), p.1420-1435
Hauptverfasser: Chou, Chih‐Lun, Hung, Min‐Ling, Tsai, Chia‐Wen, Chang, Yu‐Chih
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container_issue 4
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container_title British journal of educational technology
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creator Chou, Chih‐Lun
Hung, Min‐Ling
Tsai, Chia‐Wen
Chang, Yu‐Chih
description The aim of this research is to examine the dimensions of junior high school teachers’ readiness for implementing a flipped classroom approach and to construct and validate an instrument—the Flipped‐Classroom Teacher Scale (FCTS). Two sets of samples (170 and 495 junior high school teachers) served to explore and confirm the constructs of the FCTS model proposed by this study. The model has been empirically validated via exploratory factor analysis (EFA) and confirmatory factor analysis. The research participants were from different geographical locations in Taiwan. The FCTS consists of four factors: institutional support, technology self‐efficacy (TSE), teacher beliefs and teaching strategies (TS). The results show that the FCTS model is a valid and reliable scale. Teachers may use the FCTS to gain a greater understanding of their instructional design and strategies in relation to flipped classrooms.
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source Wiley Online Library Journals Frontfile Complete; Education Source
subjects Blended Learning
Classrooms
Construct Validity
Discriminant analysis
Factor Analysis
Foreign Countries
Geographical locations
Instructional Design
Junior High School Teachers
Measures (Individuals)
Middle school teachers
Self Efficacy
Teacher Attitudes
Teachers
Teaching Methods
Technological Literacy
title Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools
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