Jwaifell, M., Abu-Omar, R., & Al-Tarawneh, M. (2018). The readiness of Arabic language teachers for integrating flipped classrooms: Case of Ma’an. International Journal of Instruction, 11(4), 855–868. https://doi.org/10.12973/iji.2018.11454a

Abstract:

“This paper investigates the readiness degree among Arabic language teachers in Ma’an Directorate of Education for integrating flipped classroom in teaching according to Technological, Pedagogical and Content Knowledge TPACK framework and its domains. The study sample consisted of (118) Arabic language teachers; (82) of them responded to a questionnaire that measured their readiness. The researchers used descriptive statistics, ANOVA and T-test. The data analyses revealed significant differences among teachers’ readiness in a high degree. Two sample t-test showed female teachers’ readiness higher than male teachers at the domains: CK, PK, PCK, TPK and TPCK. Results of ANOVA revealed that experience of teachers’ readiness do not differ significantly. The study recommended the focus on integrating flipped classrooms within learning environments.”