Abstract:

Teacher education programmes are widely recognised for their crucial role in preparing future educators. Recent educational reforms have placed significant emphasis on equipping pre-service teachers (PSTs) with the skills to innovate, excel, and feel confident in delivering effective early childhood and primary science education.

Self-efficacy has emerged as a key concept in teacher education due to its strong associations with teachers’ performance and dedication to their profession. Consequently, there is a need to develop PSTs’ self-efficacy in science teaching.

The Flipped Classroom Model (FCM) has gained traction as a blended learning approach that caters to the demand for technology-enhanced learning environments centred on student engagement. One promising application of this model is its potential to bolster students’ self-efficacy as they interact with science content.

The present study examines the impact of the FCM on self-efficacy in science content and science teaching among PSTs enrolled in a general science course within the basic education programme at the School of Education of the Santarém Polytechnic University.

The study was conducted over a period of 14 weeks using mixed-methods research. The quantitative dimension employed a semi-experimental pattern with a pretest-post-test control group. The Science Teaching Efficacy Beliefs Instrument (STEBI-B) survey was used to collect quantitative data.

The experimental group, which comprised of 22 PSTs, took part in a science course that followed the FC model. This group was exposed to an interactive and controlled online learning environment, where instructional content was delivered through video lessons and online quizzes. In contrast, the control group consisted of 15 PSTs who completed a science course following the existing curriculum without any intervention. A semi-structured interview was conducted with the experimental group for qualitative data collection. The interview questions were formulated to gather insights specifically from the PSTs regarding their experiences with the FCM.

The quantitative findings indicated a significant increase in science-teaching self-efficacy beliefs among the PSTs in the experimental group compared to those in the control group. Furthermore, the experimental group interview revealed that the PSTs' found the FCM helpful in enhancing their self-efficacy in science content. The participants stated that the FCM enabled them to apply their knowledge in practical scenarios, which increased their willingness to engage in activities involving scientific content.

These findings suggest that the FCM's features, which provide more opportunities for practical science activities to apply theoretical concepts, are a crucial factor in shaping PSTs' self-efficacy beliefs. Incorporating the FCM provides a significant advantage in the pedagogical training of future science teachers. Therefore, it is recommended to include it in the training curriculum.

Keywords:

Flipped classroom model, pre-service teachers, science education, self-efficacy, teacher education.