The Effects of Practice Within Flipped Instruction for Professional Development: Teaching Preservice Teachers Literacy Based Behavioral Interventions

Poster #66 ID: 52951 Type: Poster/Demo
  1. Kristina Bielskus-Barone and Kalynn Hall, Florida Atlantic University, United States

Tuesday, June 26 6:00 PM-7:00 PM

Presider:
Douglass Scott, Waseda University, Japan

Pre-service teachers, especially those in special education, are expected to implement research-based practices with fidelity during their practicums. Many have trouble moving from theory to practice in the classroom (Desimone, 2009). Researchers have noted that improved pre-service training of teachers is essential in closing the research-to-practice gap. Given encouraging outcomes in flipped classrooms and a need for research on flipped professional development, this study was conceptualized. Results show promise in teaching preservice teachers to develop and implement a Literacy Based Behavioral Intervention (LBBI) using the flipped model, multimedia-based content followed by face to face training and practice. This poster session will guide participants through the theoretical foundations and creation of the LBBI flipped professional development module, as well as, considerations for the multimedia presentation and the element of practice within the face to face training. Findings from a pre/posttest developed to measure knowledge gain, rubric developed to measure depth of knowledge, and survey developed to measure teacher perceptions are also discussed. Lastly, implications for practice pertaining to the use of flipped instruction in preservice teacher training and professional development will be examined.

Topic

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