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Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools
- Source :
- British Journal of Educational Technology. 51:1420-1435
- Publication Year :
- 2019
- Publisher :
- Wiley, 2019.
-
Abstract
- 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.
- Subjects :
- Self-efficacy
050101 languages & linguistics
Instructional design
Teaching method
05 social sciences
050301 education
Construct validity
Flipped classroom
Confirmatory factor analysis
Exploratory factor analysis
Education
Blended learning
Mathematics education
0501 psychology and cognitive sciences
Psychology
0503 education
Subjects
Details
- ISSN :
- 14678535 and 00071013
- Volume :
- 51
- Database :
- OpenAIRE
- Journal :
- British Journal of Educational Technology
- Accession number :
- edsair.doi...........648a23918e53bcf302555617b09b7b1e