Piotrowski, 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 focused on technology. Seeking to address a gap in the research, this study utilized a case study methodology to look at preservice teachers’ learning about the flipped classroom and designing lessons integrating technology as a way for a teacher education course to facilitate preservice teachers’ construction of their Technological Pedagogical Content Knowledge. The participants were preservice English teachers taking an online English education course during Summer 2015. The researcher used a survey to purposefully select nine individuals with a range of self-reported knowledge. Participants were then interviewed twice, had their course assignments collected and analyzed, and submitted three written reflections. The course that the participants took challenged preservice teachers to bring together their content knowledge, pedagogical knowledge, and technological knowledge to create flipped lessons videos and a series of lesson plans. The data showed that there was no pattern or stages of TPACK development. Participants saw potential for flipped learning to be useful in secondary English classes and thought about when and what content they could flip.”