The Impact of Software-Based Flipped Learning on Student Teachers' Educational Competencies and Professional Development
Keywords:
Flipped Learning, Mathematical Software, Educational Competency, Professional Competency, Student TeachersAbstract
This study aimed to investigate the impact of software-based flipped learning on the educational competencies and professional development of student teachers. The research followed a semi-experimental design with a pre-test-post-test control group and a follow-up phase. The statistical population consisted of all male student teachers in the Mathematics Education program at the Teacher Training University in Tehran province during the 2024-2025 academic year. A total of 40 participants were selected using a multi-stage cluster sampling method and randomly assigned to experimental and control groups. The research tool was the Teacher Professional Competency Questionnaire by Karimi (2009). Data were analyzed using repeated measures analysis of variance and the Bonferroni post-hoc test with SPSS-26 software. The results indicated that this educational method had a significant effect on both the educational competencies and professional development of student teachers. The findings show that 80% of students reported that this approach helped improve their teaching quality, and 75% stated that their professional skills were enhanced through flipped learning. Specifically, the use of this learning model led to a significant increase in teaching ability in real educational settings.
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