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Laparoscopic Endoscopic Surgical Science The Effect of Flipped Professional Development on Novice English Teachers’ Achievement [ALRJournal]
ALRJournal. 2020; 4(5): 154-167 | DOI: 10.14744/alrj.2020.03164

The Effect of Flipped Professional Development on Novice English Teachers’ Achievement

Fatemeh Fazlali
Farhangiyan University

Flipped Learning is a rather new approach to teaching. In this approach, the place of teacher’ s lectures in the classroom and homework assignments are exchanged to enhance active learning, engagement, and achievement. Flipped learning can be applied for the professional development of pre-service and in-service teachers as well. This study investigated the effect of flipped professional development on the achievement of novice EFL teachers. For this purpose, 150 teachers were selected through purposive sampling from different language institutes and non-profit educational complexes such as Roshangar and Tazkieh in Tehran, District 2. The teachers were divided into experimental and control groups. The experimental group was attended the flipped classroom, whereas the control group attended traditional lecture-based classrooms (equal N=75). Based on the teachers’ needs, the course of “Classroom Management “was adopted to be taught in 6 weeks. “Farhangyada, “which is a learning management system, was employed to load the required material of the course for the experimental group. An instructor taught the content of the course for the control group in the traditional way. To collect data, pre-test and post-test were conducted to explore teachers’ achievement. Results indicated that teachers in the flipped professional development performed better than teachers in the traditional class.

Keywords: Flipped professional development, Achievement, Novice EFL Teachers

Fatemeh Fazlali. The Effect of Flipped Professional Development on Novice English Teachers’ Achievement. ALRJournal. 2020; 4(5): 154-167

Corresponding Author: Fatemeh Fazlali, Iran
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