The Double Flipped Professional Development Training Program: A Voyage towards Digital Transformation

Authors

  • Dr. Aneela Alam Fatima Jinnah Women University the Mall, Rawalpindi, Pakistan. Author
  • Dr. Farhana Khurshid Fatima Jinnah Women University the Mall, Rawalpindi, Pakistan. Author
  • Tanzeela Alam Fatima Jinnah Women University the Mall, Rawalpindi, Pakistan. Author

Keywords:

Double Flipped, Teachers’ training, Continuous professional development, Pakistan

Abstract

The road from implementing the flipped classroom concept in classrooms to incorporating it into teacher preparation programs is called From Flipped to Double Flipped. The objective was to train teachers in order to provide them the information, skills, and competence to implement the flipped classroom concept in real classroom settings before using it in the actual classroom. As a result, a current project was designed to give secondary school instructors a hands-on opportunity to learn how flipped classrooms operate. For this reason, the flipped classroom concept was used to create a double flipped professional development training program. It consists mostly of three phases. The five stages of the ADDIE instructional design model—analyze, design, develop, implement, and evaluate—were taken into consideration during its creation. Initially, a field investigation was carried out to investigate the conditions on the ground. Second, the double flipped professional development training program was created based on the findings, and instructional materials—most notably an e-book—were created in accordance with the program's design. Later, a three-day workshop was arranged as part of the proposed program's implementation. In the end, there were two methods of evaluation. First, the participants of the training program flipped their actual classrooms for one month. Second, a follow-up workshop was conducted again where they shared their personal experiences along with the evidences or sample of their flipped classrooms. Data was gathered twice through conducting focus group discussions with the participant firstly, after the three-day training workshop and secondly after the follow-up workshop again. The findings showed that the participants were overall satisfied with the quality of the Double Flipped PD Training Program. For one month, the training program participants flipped their actual classrooms. Second, they participated in a second workshop where they discussed their individual experiences as well as examples of supporting documentation from their flipped classrooms. The results demonstrated the participants' general satisfaction with the Double Flipped PD Training Program's quality. They were impressed by how well the flipped classroom concept worked as a component of the professional development programs for instructors.

References

Alam, A., Khurshid, F., & Alam, T. (2020). Students’ and Teachers’ perceptions about The Flipped Classroom Instructional Strategy in Pakistan. International Journal of Management (IJM), 11(8).

Ahmed, H. O. K. (2016). Flipped learning as a new educational paradigm: An analytical critical study. European Scientific Journal, 12(10).

Asensio-Pérez, J. I., Dimitriadis, Y., Pozzi, F., Hernández-Leo, D., Prieto, L. P., Persico, D., & Villagrá-Sobrino, S. L. (2017). Towards teaching as design: Exploring the interplay between full- lifecycle learning design tooling and teacher professional development. Computers & Education, 114, 92-116.

Aslam, M. (2017). A Study of Continuous Professional Development Program and its Relevance to Professional Needs of Primary School Teachers (Doctoral dissertation).

Bashiruddin, A. (2011). Learning and teaching of English in Pakistan: A narrative inquiry. LAP LAMBERT Academic Publishing.

Belland, B. R., Burdo, R., & Gu, J. (2015). A blended professional development program to help a teacher learn to provide one-to-one scaffolding. Journal of Science Teacher Education, 26(3), 263-289

Beglau, M., Craig-Hare, J., Foltos, L., Gann, K., James, J., Jobe, H., & Smith, B. (2011). Technology, coaching, and community: Power partners for improved professional development in primary and secondary education. In An ISTE White Paper, Special Conference Release (pp. 1-21).

Chan, T. W. (2010). How East Asian classrooms may change over the next 20 years. Journal of Computer Assisted Learning, 26(1), 28-52.

Enfield, J. (2013). Looking at the impact of the flipped class room model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27.

Fatima, S. S., Arain, F. M., & Enam, S. A. (2017). Flipped classroom instructional approach in undergraduate medical education. Pakistan journal of medical sciences, 33(6), 1424.

Gunyou, J. (2014). I Flipped My Classroom: One Teacher’s Quest to Remain Relevant. Journal of Public Affairs Education JPAE, 21(1), 13–24

Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.

Jahangir, R. (2020) Virus closures make classes go digital in Pakistan. Retrieved from https://www.dawn.com/news/1539441

Kehoe, T., Schofield, P., Branigan, E., & Wilmore, M. (2018). The double flip: applying a flipped learning approach to teach the teacher and improve student satisfaction. Journal of University Teaching & Learning Practice, 15(1), 7.

Khan, S. (2014). A model for integrating ICT into teacher training programs in Bangladesh based on TPCK. International Journal of Education and Development using ICT, 10(3).

Khan, S. M. (2011). Comparative Analysis of Teacher Education Programmes in Pakistan and UK (Doctoral dissertation, Sarhad University of Science and Information Technology Peshawar, Pakistan).

Khaliq, A., Baig, I. A., Bakhsh, K., & Ahmad, M. S. (2017). Usability of ICT as a Tool for Professional Development of Teachers at Secondary Level. Journal of Independent Studies and Research-Management, Social Sciences and Economics, 1(15), 117-141.

Majoka, M. I., Fazal, S., & Khan, M. S. (2013). Implementation of Information and Communication Technologies (ICTs) in Education Course: A Case from Teacher Education Institutions in Pakistan. Bulletin of Education and research, 35(2), 37-53.

Mehmood, A. (2020) COVID-19: Education in Pakistan gets mundane attention. Retrieved from https://www.thenews.com.pk/print/660617-covid-19-education-in-pakistan-gets-mundane-attention

Minaz, M., Tabassum, R., & Idris, M. (2017). An Experimental Study of the Performance of Prospective Teachers of Flipped Classroom and Non-Flipped Classroom. Pakistan Journal of Education, 34(2), 167-182.

McGivney-Burelle, J., & Xue, F. (2013). Flipping calculus. Primus, 23(5), 477-486.

Moore, A. J., Gillett, M. R., & Steele, M. D. (2014). Fostering student engagement with the flip. The mathematics teacher, 107(6), 420-425.

Ortlieb, E. T., Biddix, J. P., & Doepker, G. M. (2010). A collaborative approach to higher education induction. Active learning in higher education, 11(2), 109-118.

Overmyer, G. (2014). The flipped classroom model for college algebra: effects on student achievement. Colorado

Perez, R. (2017, July 13). Flip everything you know about professional development. [Blog Post]. Retrieved from https://www.schoology.com/blog/flip-everything-you-know-about-professional-development

Razak, R. A., Kaur, D., Halili, S. H., & Ramlan, Z. (2016). Flipped ESL teacher professional development: Embracing change to remain relevant. Teaching English with Technology, 16(3), 85-102.

Restad, P. (2013). Tales from a flipped classroom. Faculty Focus e.

Saeed, M., & Akhtar, M. Problems and Issues in Implementation of CPD Framework: Perception of District Teacher Educators and Teacher Educators.

Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25-25.

Staker, H., & Horn, M. B. (2012). Classifying K–12 blended learning.

Strayer, J. F. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system (Doctoral dissertation, The Ohio State University).

Turan, Z., & Goktas, Y. (2016). The Flipped Classroom: instructional efficency and impact of achievement and cognitive load levels. Journal of e-learning and knowledge Society, 12(4).

Taylor, D. R. (2000).Developing powerful learning communities using technology.AACTE

UNESCO. (2020, Match 13). COVID‐19 educational disruption and response. Retrieved from https://en.unesco.org/covid19/educationresponse

Warford, M. K. (2011). The zone of proximal teacher development. Teaching and Teacher Education, 27, p. 252-258.

Downloads

Published

2024-06-30

How to Cite

The Double Flipped Professional Development Training Program: A Voyage towards Digital Transformation. (2024). International Research Journal of Management and Social Sciences, 5(2), 217-240. http://irjmss.com/index.php/irjmss/article/view/292

Similar Articles

1-10 of 292

You may also start an advanced similarity search for this article.