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Almanca Öğretmen Adaylarının Ters Yüz Edilmiş Sınıf Yöntemine İlişkin Deneyimleri

Year 2025, Volume: 15 Issue: 2, 507 - 532, 27.06.2025

Hamdullah Şahin

https://doi.org/10.18039/ajesi.1590653

Abstract

Teknoloji kullanımı ve dijitalleşme, yabancı dil eğitimine yeni öğretim metodolojilerinin gelişmesini sağlamıştır. Bunlardan biri de dünya çapında farklı öğretim alanlarında kullanılan ters yüz edilmiş sınıf yöntemidir. Bu çalışmanın bu bağlamla iki tane amacı vardır: yabancı dil olarak Almanca öğretiminde ters yüz sınıf yönteminin uygulanmasını araştırmak ve bu yöntemi derslerinde kullanan Almanca öğretmen adaylarının uygulamalarını incelemek. Bunun için nitel bir çalışma tasarlanmıştır. Çalışma, üniversitede öğretmen yetiştirme programında araştırmacı tarafından verilen “Yabancı Dil Öğretiminde Yeni Teknolojiler” başlıklı seçmeli derste yürütülmüştür. Bu derste araştırmanın katılımcıları da olan sekiz öğretmen adayı yer almıştır. Katılımcılar ilk olarak, teknolojinin Almanca öğretimine nasıl entegre edileceğini öğrenmişlerdir. Daha sonra, diğer katılımcı öğrenciler tarafından derse gelmeden önce hazırlanan bir öğretim videosunda öğretilen dilbilgisi dersini izlemişlerdir. Bir sonraki aşamada video hazırlayan katılımcılar Web 2.0 araçlarını kullanarak öğrenme materyallerini ve alıştırmaları sınıfta uygulamışlardır. Teknoloji entegrasyonunu da içeren bu uygulamalarının ardından katılımcılar, bu yöntemle ilgili kendi deneyimlerini anlattıkları açık uçlu bir anketi yanıtlamışlardır.
Verilerin analizi, katılımcıların ters yüz sınıf yönteminin hem avantajlarını hem de dezavantajlarını aktardıklarını ortaya koymuştur. Ayrıca katılımcılar teknolojik zorluklar ve yazılım bilgisi eksikliği gibi çeşitli zorluklarla karşılaştıklarını belirtmişlerdir. Bunların dışında katılımcılar bu yöntemi kullanmanın yüksek düzeyde motivasyon ve disiplin gerektirdiğini ve bunun da olumlu ve olumsuz yanlar olarak algılanabileceğini belirtmişlerdir. Benzer şekilde, bu yöntemin öğrenen özerkliğini desteklediğini de belirtmişlerdir. Sonuç olarak, mevcut çalışma geleceğin Almanca öğretmenleri tarafından uygulanan ters yüz sınıf yönteminin potansiyel kullanımını ortaya çıkarmıştır.

Keywords

Ters yüz sınıf yöntemi Almanca öğretmen eğitimi teknoloji entegrasyonu Web 2.0 araçları

References

  • Abdullah, M. Y. & Kemboja Ismail, S. H. (2019). Implementation of flipped classroom model and its effectiveness on English speaking performance. International Journal of Emerging Technologies in Learning (iJET), 14(09), 130-147. https://doi.org/10.3991/ijet.v14i09.10348
  • Adams, C. & van Manen, M. (2008). Phenomenology. In Given, M. L. (Hrsg.), The Sage Encyclopedia of Qualitative Research Methods, (S. 614- 619). Thousand Oaks: SAGE.
  • Ahmad, S. Z. (2016). The flipped classroom model to develop Egyptian EFL students’ listening comprehension. Canadian Center of Science and Education, 9(9), 166-178. https://doi.org/10.5539/elt.v9n9p166
  • Alghasab, M. B. (2020). Flipping the writing classroom: Focusing on the pedagogical benefits and EFL learners’ perceptions. Canadian Center of Science and Education, 13(4), 28-40. https://doi.org/10.5539/elt.v13n4p28
  • Al-Harbi, S. S. & Alshumaimeri, Y. A. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. Canadian Center of Science and Education, 9(10), 60-80. https://doi.org/10.5539/elt.v9n10p60
  • Alnuhayt, S. S. (2018). Investigating the use of the flipped classroom method in an EFL vocabulary course. Journal of Language Teaching and Research, 9(2), 236-242. http://dx.doi.org/10.17507/jltr.0902.03
  • Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.
  • Arslan, S. (2022). Digital divide vs. inclusive thinking: The educational television in Turkey. In Pun, J. K. H., Curle, S. & Yuksel, D. (Hrsg.), The Use of Technology in English Medium Education, (S. 91- 108). Cham: Springer.
  • Aysu, S. (2023). Today’s two important skills: Digital literacy and critical thinking. In Köksal, D., Ulum, Ö. G. & Genc, G. (Hrsg.), Undividing Digital Divide, (S. 37- 48). Cham: Springer.
  • Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education-TOJDE, 16(4), 28-37.
  • Bayne, S. & Ross, J. (2011). Digital native’ and ‘digital immigrant’ discourses: A Critique. In Land, R. & Bayne, S. (Hrsg.), Digital Difference: Perspectives on Online Learning, (S. 159- 169). Rotterdam: Sense Publishing.
  • Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. United States of America: International Society for Technology in Education.
  • Bogdan, R.C. & Biklen, S. K. (2007). Qualitative Research for Education: An Introduction to Theory and Methods. United States of America: Pearson Education.
  • Bortz, J. & Doring, N. (2006). Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler. Heidelberg: Springer.
  • Çapan, S. A. (2021). Problems in foreign language education in the Turkish education system: Pre-service teachers’ accounts. Eurasian Journal of Applied Linguistics, 7(1), 397–419. https://doi.org/10.32601/ejal.911469
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. United States of America: Pearson Education.
  • Cowie, N. & Sakui, K. (2015). Assessment and e-learning: Current issues and future trends. The JALT CALL Journal, 11(3), 271-281.
  • Damsa, C. et al. (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior, 121(2021), 1-16. https://doi.org/10.1016/j.chb.2021.106793
  • Doman, E. & Webb, M. (2017). The flipped experience for Chinese university students studying English as a foreign language. TESOL Journal, 8(1), 102-141.
  • Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14(5), 12-26. https://doi.org/10.14434/josotlv14i5.12829
  • Flipped Learning Network (FLN) (2014). FLIP Learning: What is flipped learning. https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf
  • Fraenkel, J. R. et al. (2016). How to design and evaluate research in education. New York: McGraw-Hill.
  • Ghufron, M. A. & Nurdianningsih, F. (2021). Flipped classroom method with Computer-Assisted Language Learning (CALL) in EFL writing class. International Journal of Learning, Teaching and Educational Research, 20(1), 120-141. https://doi.org/10.26803/ijlter.20.1.7
  • Graham, C. R. (2006). Definition, current trends, and future directions. In Bonk, Curtis J. & Graham, C. R. (Hrsg.), The Handbook of Blended Learning (S. 3-22), United States of America: Pfeiffer.
  • Gün, S. (2023). Digital divide in the digital era and the digitalization in Turkey and around the world. In Köksal, D., Ulum, Ö. G. & Genc, G. (Hrsg.), Undividing Digital Divide, (S. 37- 48). Cham: Springer.
  • Haghighi, H. et al. (2018). Impact of flipped classroom on EFL learners' appropriate use of refusal: Achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261-293. https://doi.org/10.1080/09588221.2018.1504083
  • Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS TESOL Journal, 2(1), 98-109.
  • Hao, Y. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59(2016), 295-308. https://doi.org/10.1016/j.chb.2016.01.031
  • Hsieh, J. S. C. et al. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. https://doi.org/10.1080/09588221.2015.1111910
  • Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. https://doi.org/10.1080/09588221.2014.967701
  • Kamarianos, I. et al. (2020). Towards an understanding of university students’ response in times of pandemic crisis (Covid-19). European Journal of Education Studies, 7(7), 20-40. http://dx.doi.org/10.46827/ejes.v7i7.3149
  • Kang, N. (2015). The Comparison between Regular and Flipped Classrooms for EFL Korean adult learners. Multimedia-Assisted Language Learning, 18(3), 41-72. https://doi.org/10.15702/mall.2015.18.3.41
  • Karimi, M. & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: Learners’ attitudes in focus. Advances in Language and Literary Studies, 8(1), 95-103. http://dx.doi.org/10.7575/aiac.alls.v.8n.1p.95
  • Khairil, L. F. & Mokshein, S. E. (2017). 21st century assessment: Online assessment. International Journal of Academic Research in Business and Social Sciences, 8(1), 659-672. http://dx.doi.org/10.6007/IJARBSS/v8-i1/3838
  • Leis, A. et al. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching, 5(4), 37-51. http://dx.doi.org/10.4018/IJCALLT.2015100103
  • Mahmoudi-Dehaki, M. et al. (2021). The impact of learning through management system vs. learning through experience platform on exam results of digital natives and digital immigrants. Journal of Teaching Language Skills (JTLS), 40(3), 117-157. https://doi.org/10.22099/jtls.2021.39227.2922
  • Ngo, H. K. & Yunus, M. M. (2021). Flipped classroom in English language teaching and learning: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 11(3), 185-196. http://dx.doi.org/10.6007/IJARBSS/v11-i3/8622
  • Pala, Ş. M., & Başıbüyük, A. (2020). Ortaokul beşinci sınıf öğrencilerinin dijital okuryazarlık düzeylerinin incelenmesi. Cumhuriyet International Journal of Education, 9(3), 897-921. http://dx.doi.org/10.30703/cije.672882
  • Perselli, V. (2016). Flipped Classroom im Fremdsprachenunterricht: Möglichkeiten und Herausforderungen. Linköping: Linköpings Universität.
  • Prefume, Y. E. (2015). Exploring a Flipped Classroom Approach in a Japanese Language Classroom: A Mixed Methods Study (Doktorarbeit). Waco: Baylor University.
  • Prensky, M. (2004). The emerging online life of the digital native: What they do differently because of technology, and how they do it. Political Science, 1-14.
  • Pu, S. & Xu, H. (2021). Examining changing assessment practices in online teaching: A multiple-case study of EFL school teachers in China. The Asia-Pacific Education Researcher, 30, 553-561. https://doi.org/10.1007/s40299-021-00605-6
  • Schaupp, M. (2018). Das Flipped Learning-Modell: Eine Chance zur Förderung komplexerer kognitiver Prozessdimensionen sowie selbstständigem Lernverhalten im (Fremdsprachen-)Unterricht der Sekundarstufe I, Preprint. http://dx.doi.org/10.13140/RG.2.2.30925.13283
  • Stein, J. & Graham, C. R. (2014). Essentials for Blended Learning: A Standards-Based Guide. New York: Routledge.
  • Synder, N. C. (2017). Teachers’ perceived advantages and disadvantages of using flipped classrooms in ELA and Non-ELA classrooms. In Young, C. A. & Moran, C. M. (Hrsg.), Applying the Flipped Classroom Model to English Language Arts Education, (S. 59- 78). Hershey: IGI Global.
  • Taylor, A. (2015). Flipping great or flipping useless? A review of the flipped classroom experiment at Coventry University London Campus. Journal of Pedagogic Development, 5(3), 57-65.
  • Treeck, T. van et al. (2013). Offene und partizipative Lernkonzepte: E-Portfolios, MOOCs und Flipped Classrooms. M. Ebner & S. Schön (Hrsg.), Lehrbuch für Lernen und Lehren mit Technologien.
  • Turan, Z. & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5-6), 590-606. https://doi.org/10.1080/09588221.2019.1584117
  • Webb, M. & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts?. The CATESOL Journal, 28(1), 39-67.
  • Yildirim, A. & Simsek, H. (2016). Sosyal bilimlerde nitel araştırma desenleri. Ankara: Seckin.
  • Zhang, F. (2017). Quality-improving strategies of college English teaching based on microlesson and flipped classroom. English Language Teaching, 10(5), 243-249. http://doi.org/10.5539/elt.v10n5p243

Erfahrungen von Deutschlehramtskandidat:innen mit der Flipped-Classroom-Methode

Year 2025, Volume: 15 Issue: 2, 507 - 532, 27.06.2025

Hamdullah Şahin

https://doi.org/10.18039/ajesi.1590653

Abstract

Der Einsatz von Technologie und Digitalisierung hat neue Lehrmethoden in den Bereich des Fremdsprachenunterrichts eingeführt. Eine von diesen Methoden ist die Flipped-Classroom-Methode, die in verschiedenen Unterrichtskontexten weltweit angewendet wird. Diese Studie zielt darauf ab, die Anwendung der Flipped-Classroom-Methode im Fremdsprachenunterricht Deutsch zu untersuchen und die Lehrpraktiken von angehenden Deutschlehrenden zu erforschen, die diese Methode in ihrer Unterrichtspraxis integrieren. Um diese Ziele zu erreichen, wurde eine qualitative Untersuchung konzipiert. Diese Untersuchung wurde im Rahmen des fakultativen Kurses des Lehramtsstudiums mit dem Titel „Neue Technologien im Fremdsprachenunterricht" durchgeführt, der von dem Forscher dieser Studie an der Universität gehalten wurde. Acht Lehramtskandidat:innen beteiligten sich als Forschungsteilnehmenden an diesem Kurs. Zunächst lernten sie, wie man Technologie in den Deutschunterricht integriert. Folglich sahen sich die Teilnehmenden eine Grammatiklektion anhand eines von Klassenkameraden vorbereiteten Lehrvideos an, und es wurde von ihnen erwartet, dass sie die erlernten Materialien in der Klasse mithilfe von Übungen mit Web 2.0-Tools festigen. Im Anschluss an ihre Aktivitäten zur technologischen Integration füllten die Teilnehmenden einen offenen Fragebogen über ihre persönlichen Erfahrungen mit dieser Methode aus.
Die Analyse der Daten ergab, dass die Teilnehmenden der Studie sowohl über die Vor- als auch die Nachteile der Flipped-Classroom-Methode berichteten. Sie standen jedoch vor verschiedenen Herausforderungen, wie z. B. technologischen Schwierigkeiten und mangelnde Softwarekenntnissen. Sie betonten auch, dass die Anwendung dieser Technik ein hohes Maß an Motivation und Disziplin erforderte, was sowohl positive als auch negative Aspekte aufwies. Zusätzlich erkannten sie, dass diese Vorgehensweise die Autonomie der Lernenden förderte. Als Ergebnis enthüllte die aktuelle Studie den potenziellen Einsatz der Flipped-Classroom-Methode bei angehenden Deutschlehrenden.

Keywords

Deutschlehrerausbildung Flipped Classroom Technologieintegration Web 2.0-Tools

References

  • Abdullah, M. Y. & Kemboja Ismail, S. H. (2019). Implementation of flipped classroom model and its effectiveness on English speaking performance. International Journal of Emerging Technologies in Learning (iJET), 14(09), 130-147. https://doi.org/10.3991/ijet.v14i09.10348
  • Adams, C. & van Manen, M. (2008). Phenomenology. In Given, M. L. (Hrsg.), The Sage Encyclopedia of Qualitative Research Methods, (S. 614- 619). Thousand Oaks: SAGE.
  • Ahmad, S. Z. (2016). The flipped classroom model to develop Egyptian EFL students’ listening comprehension. Canadian Center of Science and Education, 9(9), 166-178. https://doi.org/10.5539/elt.v9n9p166
  • Alghasab, M. B. (2020). Flipping the writing classroom: Focusing on the pedagogical benefits and EFL learners’ perceptions. Canadian Center of Science and Education, 13(4), 28-40. https://doi.org/10.5539/elt.v13n4p28
  • Al-Harbi, S. S. & Alshumaimeri, Y. A. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. Canadian Center of Science and Education, 9(10), 60-80. https://doi.org/10.5539/elt.v9n10p60
  • Alnuhayt, S. S. (2018). Investigating the use of the flipped classroom method in an EFL vocabulary course. Journal of Language Teaching and Research, 9(2), 236-242. http://dx.doi.org/10.17507/jltr.0902.03
  • Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.
  • Arslan, S. (2022). Digital divide vs. inclusive thinking: The educational television in Turkey. In Pun, J. K. H., Curle, S. & Yuksel, D. (Hrsg.), The Use of Technology in English Medium Education, (S. 91- 108). Cham: Springer.
  • Aysu, S. (2023). Today’s two important skills: Digital literacy and critical thinking. In Köksal, D., Ulum, Ö. G. & Genc, G. (Hrsg.), Undividing Digital Divide, (S. 37- 48). Cham: Springer.
  • Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education-TOJDE, 16(4), 28-37.
  • Bayne, S. & Ross, J. (2011). Digital native’ and ‘digital immigrant’ discourses: A Critique. In Land, R. & Bayne, S. (Hrsg.), Digital Difference: Perspectives on Online Learning, (S. 159- 169). Rotterdam: Sense Publishing.
  • Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. United States of America: International Society for Technology in Education.
  • Bogdan, R.C. & Biklen, S. K. (2007). Qualitative Research for Education: An Introduction to Theory and Methods. United States of America: Pearson Education.
  • Bortz, J. & Doring, N. (2006). Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler. Heidelberg: Springer.
  • Çapan, S. A. (2021). Problems in foreign language education in the Turkish education system: Pre-service teachers’ accounts. Eurasian Journal of Applied Linguistics, 7(1), 397–419. https://doi.org/10.32601/ejal.911469
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. United States of America: Pearson Education.
  • Cowie, N. & Sakui, K. (2015). Assessment and e-learning: Current issues and future trends. The JALT CALL Journal, 11(3), 271-281.
  • Damsa, C. et al. (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior, 121(2021), 1-16. https://doi.org/10.1016/j.chb.2021.106793
  • Doman, E. & Webb, M. (2017). The flipped experience for Chinese university students studying English as a foreign language. TESOL Journal, 8(1), 102-141.
  • Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14(5), 12-26. https://doi.org/10.14434/josotlv14i5.12829
  • Flipped Learning Network (FLN) (2014). FLIP Learning: What is flipped learning. https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf
  • Fraenkel, J. R. et al. (2016). How to design and evaluate research in education. New York: McGraw-Hill.
  • Ghufron, M. A. & Nurdianningsih, F. (2021). Flipped classroom method with Computer-Assisted Language Learning (CALL) in EFL writing class. International Journal of Learning, Teaching and Educational Research, 20(1), 120-141. https://doi.org/10.26803/ijlter.20.1.7
  • Graham, C. R. (2006). Definition, current trends, and future directions. In Bonk, Curtis J. & Graham, C. R. (Hrsg.), The Handbook of Blended Learning (S. 3-22), United States of America: Pfeiffer.
  • Gün, S. (2023). Digital divide in the digital era and the digitalization in Turkey and around the world. In Köksal, D., Ulum, Ö. G. & Genc, G. (Hrsg.), Undividing Digital Divide, (S. 37- 48). Cham: Springer.
  • Haghighi, H. et al. (2018). Impact of flipped classroom on EFL learners' appropriate use of refusal: Achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261-293. https://doi.org/10.1080/09588221.2018.1504083
  • Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS TESOL Journal, 2(1), 98-109.
  • Hao, Y. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59(2016), 295-308. https://doi.org/10.1016/j.chb.2016.01.031
  • Hsieh, J. S. C. et al. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. https://doi.org/10.1080/09588221.2015.1111910
  • Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. https://doi.org/10.1080/09588221.2014.967701
  • Kamarianos, I. et al. (2020). Towards an understanding of university students’ response in times of pandemic crisis (Covid-19). European Journal of Education Studies, 7(7), 20-40. http://dx.doi.org/10.46827/ejes.v7i7.3149
  • Kang, N. (2015). The Comparison between Regular and Flipped Classrooms for EFL Korean adult learners. Multimedia-Assisted Language Learning, 18(3), 41-72. https://doi.org/10.15702/mall.2015.18.3.41
  • Karimi, M. & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: Learners’ attitudes in focus. Advances in Language and Literary Studies, 8(1), 95-103. http://dx.doi.org/10.7575/aiac.alls.v.8n.1p.95
  • Khairil, L. F. & Mokshein, S. E. (2017). 21st century assessment: Online assessment. International Journal of Academic Research in Business and Social Sciences, 8(1), 659-672. http://dx.doi.org/10.6007/IJARBSS/v8-i1/3838
  • Leis, A. et al. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching, 5(4), 37-51. http://dx.doi.org/10.4018/IJCALLT.2015100103
  • Mahmoudi-Dehaki, M. et al. (2021). The impact of learning through management system vs. learning through experience platform on exam results of digital natives and digital immigrants. Journal of Teaching Language Skills (JTLS), 40(3), 117-157. https://doi.org/10.22099/jtls.2021.39227.2922
  • Ngo, H. K. & Yunus, M. M. (2021). Flipped classroom in English language teaching and learning: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 11(3), 185-196. http://dx.doi.org/10.6007/IJARBSS/v11-i3/8622
  • Pala, Ş. M., & Başıbüyük, A. (2020). Ortaokul beşinci sınıf öğrencilerinin dijital okuryazarlık düzeylerinin incelenmesi. Cumhuriyet International Journal of Education, 9(3), 897-921. http://dx.doi.org/10.30703/cije.672882
  • Perselli, V. (2016). Flipped Classroom im Fremdsprachenunterricht: Möglichkeiten und Herausforderungen. Linköping: Linköpings Universität.
  • Prefume, Y. E. (2015). Exploring a Flipped Classroom Approach in a Japanese Language Classroom: A Mixed Methods Study (Doktorarbeit). Waco: Baylor University.
  • Prensky, M. (2004). The emerging online life of the digital native: What they do differently because of technology, and how they do it. Political Science, 1-14.
  • Pu, S. & Xu, H. (2021). Examining changing assessment practices in online teaching: A multiple-case study of EFL school teachers in China. The Asia-Pacific Education Researcher, 30, 553-561. https://doi.org/10.1007/s40299-021-00605-6
  • Schaupp, M. (2018). Das Flipped Learning-Modell: Eine Chance zur Förderung komplexerer kognitiver Prozessdimensionen sowie selbstständigem Lernverhalten im (Fremdsprachen-)Unterricht der Sekundarstufe I, Preprint. http://dx.doi.org/10.13140/RG.2.2.30925.13283
  • Stein, J. & Graham, C. R. (2014). Essentials for Blended Learning: A Standards-Based Guide. New York: Routledge.
  • Synder, N. C. (2017). Teachers’ perceived advantages and disadvantages of using flipped classrooms in ELA and Non-ELA classrooms. In Young, C. A. & Moran, C. M. (Hrsg.), Applying the Flipped Classroom Model to English Language Arts Education, (S. 59- 78). Hershey: IGI Global.
  • Taylor, A. (2015). Flipping great or flipping useless? A review of the flipped classroom experiment at Coventry University London Campus. Journal of Pedagogic Development, 5(3), 57-65.
  • Treeck, T. van et al. (2013). Offene und partizipative Lernkonzepte: E-Portfolios, MOOCs und Flipped Classrooms. M. Ebner & S. Schön (Hrsg.), Lehrbuch für Lernen und Lehren mit Technologien.
  • Turan, Z. & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5-6), 590-606. https://doi.org/10.1080/09588221.2019.1584117
  • Webb, M. & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts?. The CATESOL Journal, 28(1), 39-67.
  • Yildirim, A. & Simsek, H. (2016). Sosyal bilimlerde nitel araştırma desenleri. Ankara: Seckin.
  • Zhang, F. (2017). Quality-improving strategies of college English teaching based on microlesson and flipped classroom. English Language Teaching, 10(5), 243-249. http://doi.org/10.5539/elt.v10n5p243

Experiences of German teacher candidates with Flipped Classroom Method

Year 2025, Volume: 15 Issue: 2, 507 - 532, 27.06.2025

Hamdullah Şahin

https://doi.org/10.18039/ajesi.1590653

Abstract

Use of technology and digitalization have brought new teaching methodologies into foreign language education. One of them is flipped classroom method implemented in different teaching contexts across the world. Then, the aim of the present study is two-fold: to investigate the application of the flipped classroom method in teaching German as a foreign language and to explore the practices of pre-service German teachers using this method in their lessons. For that, a qualitative study was designed. It was conducted in the elective course of teacher training program titled “New Technologies in Foreign Language Teaching” and given by the researcher at university. There were eight teacher candidates as the research participants in this course. Firstly, they learned how to integrate technology into German language teaching. Then, the sample watched a grammar lesson taught in an instructional video that was prepared by other participant students before coming to the class. Later, those who prepared videos applied learning materials and exercises in the class using Web 2.0 tools. After their practices of technology integration, the participants responded to an open-ended questionnaire about their own experiences with this method.
Analysis of the data revealed that the participants reported both the advantages and disadvantages of flipped classroom method. Besides, they stated they faced various challenges such as technological difficulties and lack of software knowledge. They also indicated that using this method required high levels of motivation and discipline, which was viewed as being positive and negative sides. Similarly, they noted this method promoted their learner autonomy. As a result, the current study uncovered the potential use of flipped classroom method practiced by future German teachers.

Keywords

Flipped classroom German teacher training technology integration Web 2.0 tools

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There are 51 citations in total.

Details

Primary Language German
Subjects Other Fields of Education (Other)
Journal Section Research Article
Authors

Hamdullah Şahin 0000-0002-1575-1611

Publication Date June 27, 2025
Submission Date November 24, 2024
Acceptance Date March 24, 2025
Published in Issue Year 2025 Volume: 15 Issue: 2

Cite

APA Şahin, H. (2025). Erfahrungen von Deutschlehramtskandidat:innen mit der Flipped-Classroom-Methode. Anadolu Journal of Educational Sciences International, 15(2), 507-532. https://doi.org/10.18039/ajesi.1590653
AMA Şahin H. Erfahrungen von Deutschlehramtskandidat:innen mit der Flipped-Classroom-Methode. AJESI. June 2025;15(2):507-532. doi:10.18039/ajesi.1590653
Chicago Şahin, Hamdullah. “Erfahrungen Von Deutschlehramtskandidat:Innen Mit Der Flipped-Classroom-Methode”. Anadolu Journal of Educational Sciences International 15, no. 2 (June 2025): 507-32. https://doi.org/10.18039/ajesi.1590653.
EndNote Şahin H (June 1, 2025) Erfahrungen von Deutschlehramtskandidat:innen mit der Flipped-Classroom-Methode. Anadolu Journal of Educational Sciences International 15 2 507–532.
IEEE H. Şahin, “Erfahrungen von Deutschlehramtskandidat:innen mit der Flipped-Classroom-Methode”, AJESI, vol. 15, no. 2, pp. 507–532, 2025, doi: 10.18039/ajesi.1590653.
ISNAD Şahin, Hamdullah. “Erfahrungen Von Deutschlehramtskandidat:Innen Mit Der Flipped-Classroom-Methode”. Anadolu Journal of Educational Sciences International 15/2 (June 2025), 507-532. https://doi.org/10.18039/ajesi.1590653.
JAMA Şahin H. Erfahrungen von Deutschlehramtskandidat:innen mit der Flipped-Classroom-Methode. AJESI. 2025;15:507–532.
MLA Şahin, Hamdullah. “Erfahrungen Von Deutschlehramtskandidat:Innen Mit Der Flipped-Classroom-Methode”. Anadolu Journal of Educational Sciences International, vol. 15, no. 2, 2025, pp. 507-32, doi:10.18039/ajesi.1590653.
Vancouver Şahin H. Erfahrungen von Deutschlehramtskandidat:innen mit der Flipped-Classroom-Methode. AJESI. 2025;15(2):507-32.
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