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Exploring the Impact of Blended Learning Instruction on Preservice Teachers' Self-Efficacy Beliefs in Organizing Educational Field Trips to Out-of-School Learning Environment

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Title: Exploring the Impact of Blended Learning Instruction on Preservice Teachers' Self-Efficacy Beliefs in Organizing Educational Field Trips to Out-of-School Learning Environment
Language: English
Authors: Betül Karaduman (ORCID 0000-0001-7724-3930)
Source: Education and Information Technologies. 2025 30(9):12633-12659.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Blended Learning, Teaching Methods, Preservice Teachers, Preservice Teacher Education, Self Efficacy, Field Trips, After School Programs, Student Attitudes, Beliefs, Flipped Classroom, Science Teachers, Instructional Effectiveness, Science Education
DOI: 10.1007/s10639-024-13305-7
ISSN: 1360-2357
1573-7608
Abstract: The integration of the flipped classroom model, self-efficacy theory, and the value of out-of-school learning environments forms the foundation for this study. By employing the flipped classroom model, preservice teachers can develop their instructional skills and build self-efficacy in organizing educational field trips. The active, student-centered learning experiences facilitated by the flipped classroom model can enhance preservice teachers' self-efficacy beliefs, preparing them to effectively utilize out-of-school learning environments in their future teaching careers. This study aims to explore the impact of the flipped classroom model on preservice teachers' self-efficacy beliefs, specifically in the context of organizing and conducting educational field trips. By understanding the theoretical underpinnings and practical implications, the study seeks to contribute to the development of effective teacher education practices that promote innovative and confident teaching professionals. The study's participants were 57 preservice teachers in the science teacher education program. It was undertaken employing a sequential, explanatory mixed-methods study. The preservice teachers in the experimental group were educated using the flipped classroom model, while the control group was instructed through the conventional classroom model. The "Self-Efficacy Belief Scale for Organizing Educational Field Trips to Out-of-School Environments" and a semi-structured interview form were used to gather data. Results indicate that the flipped classroom implemented in the course has positive effect on the self-efficacy beliefs of preservice teachers towards organizing trips to out of school learning environments. Furthermore, it was concluded that the use of this model was encouraging for pre-service teachers to use it in their teaching professions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475161
Database: ERIC
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  Data: The integration of the flipped classroom model, self-efficacy theory, and the value of out-of-school learning environments forms the foundation for this study. By employing the flipped classroom model, preservice teachers can develop their instructional skills and build self-efficacy in organizing educational field trips. The active, student-centered learning experiences facilitated by the flipped classroom model can enhance preservice teachers' self-efficacy beliefs, preparing them to effectively utilize out-of-school learning environments in their future teaching careers. This study aims to explore the impact of the flipped classroom model on preservice teachers' self-efficacy beliefs, specifically in the context of organizing and conducting educational field trips. By understanding the theoretical underpinnings and practical implications, the study seeks to contribute to the development of effective teacher education practices that promote innovative and confident teaching professionals. The study's participants were 57 preservice teachers in the science teacher education program. It was undertaken employing a sequential, explanatory mixed-methods study. The preservice teachers in the experimental group were educated using the flipped classroom model, while the control group was instructed through the conventional classroom model. The "Self-Efficacy Belief Scale for Organizing Educational Field Trips to Out-of-School Environments" and a semi-structured interview form were used to gather data. Results indicate that the flipped classroom implemented in the course has positive effect on the self-efficacy beliefs of preservice teachers towards organizing trips to out of school learning environments. Furthermore, it was concluded that the use of this model was encouraging for pre-service teachers to use it in their teaching professions.
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      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Field Trips
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      – SubjectFull: After School Programs
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Beliefs
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      – SubjectFull: Flipped Classroom
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