Mualim, M., Margana, M., Widyantoro, A., Nguyen, H. H., Khristianto, K., Faisal, F., & Roiyasa, N. (2025). Evaluating INSTALL as an instructional model to enhance EFL pre-service teachers’ TPACK: A case of three Indonesian universities. Frontiers in Education, 10, Article 1580173. https://doi.org/10.3389/feduc.2025.1580173 Abstract: “This study evaluates the impact of the…
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Jang, S. J. (2025). Using video technology with flipped teaching to explore university students’ perception of their SRL and instructors’ TPACK. Journal of Pedagogical and Teacher Professional Development, 2(1), 17-37. https://jptpd.uinkhas.ac.id/index.php/jptpd/article/view/961 Abstract: “This study determines how the use of videos and a blended flipped class model at a university affects…
Comments closedSpencer, D. (2012). “Flipping” educational technology professional development for K-12 educators (Publication No. 1039129029) [Doctoral dissertation, Michigan State University]. ProQuest Dissertations & Theses Global. Abstract: “As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher…
Comments closedSaab, N., & Stengs, S. (2015). Teachers who use flipping the classroom: Professional development, feelings of autonomy and TPACK. International Journal of Social Media and Interactive Learning Environments, 2(4), 341-360. https://doi.org/10.1504/IJSMILE.2014.067639 Abstract: “This paper reports on a study that investigates whether teachers who use the flipping the classroom approach carry…
Comments closedElwood, S., Johnson, R. D., & Perales, C. (2019). The Vignette TaBLE: Team-based blended learning experiences with classroom mentors and teacher candidates. In M. Khosrow-Pour (Ed.), TPACK: Breakthroughs in research and practice (pp. 548-568). IGI Global. https://doi.org/10.4018/978-1-5225-7918-2.ch026 Abstract: “This chapter investigates the research and recommendations regarding the collaborative design of…
Comments closedRoberts, A., & Ching, G. S. (2023). Implications of student satisfaction with flipped classroom design in a Taiwan university. International Journal of Learning Technology, 18(1), 28-43. https://doi.org/10.1504/IJLT.2023.131310 Abstract: “The flipped classroom has gained widespread popularity as a form of blended learning. In this form, students engage in active learning in…
Comments closedKadıoglu, N., & Oskay, O. O. (2023). The effect of preparing lesson plans in online flipped learning model on pre-service teachers’ self-efficacy levels of TPACK. MIER Journal of Educational Studies Trends and Practices, 13(1), 147–169. https://doi.org/10.52634/mier/2023/v13/i1/2408 Abstract: “This study aims to investigate the effects of developing lesson plans in flipped…
Comments closedLuo, S. & Zou, D. (2023). K-12 teacher readiness for flipped foreign language teaching: Scale development and validation. Journal of Research on Technology in Education. Advance online publication. https://doi.org/10.1080/15391523.2023.2196459 Abstract: “Although studies investigating online learning and teaching have proliferated recently, one area that has been underexplored is foreign language teachers’…
Comments closedWu, Y-T., Chai, C.-S., & Wang, L.-J. (2022). Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs. Education and Information Technologies, 27, 8793–8819. https://doi.org/10.1007/s10639-022-10977-x Abstract: “Video-based flipped learning (VFL) has become a popular form of flipped learning. However, teachers’ technological pedagogical content knowledge (TPACK) for…
Comments closedPiotrowski, A., & Witte, S. (2016). Flipped learning and TPACK construction in English education. International Journal of Technology in Teaching and Learning, 12(1), 33-46. https://eric.ed.gov/?id=EJ1213368 Abstract: “This study examined how preservice English Language Arts teachers learn to teach and use their knowledge of content, pedagogy, and technology during an English education course…
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