STEM Teacher Efficacy in Flipped Classrooms

Abstract

The flipped classroom instructional model continues to grow in adoption and use in K-12 classrooms. Although there are an increasing number of studies into the implementation of the flipped classroom, there is limited empirical research into its effectiveness and even fewer into the educational, psychological, and theoretical constructs underlying the practice. This study examines flipped classroom instructional model through the lens of teacher efficacy. In this case study, a transcendental phenomenological approach is used to describe the “essence†of the flipped classroom model as experienced by the teachers using it in the classroom. This research adds to the literature, a framework from which to more deeply analyze those themes that contribute to the successes of the teachers studied.