Experiences of German teacher candidates with Flipped Classroom Method

Abstract

Use of technology and digitalization have brought new teaching methodologies into foreign language education. One of them is flipped classroom method implemented in different teaching contexts across the world. Then, the aim of the present study is two-fold: to investigate the application of the flipped classroom method in teaching German as a foreign language and to explore the practices of pre-service German teachers using this method in their lessons. For that, a qualitative study was designed. It was conducted in the elective course of teacher training program titled “New Technologies in Foreign Language Teaching” and given by the researcher at university. There were eight teacher candidates as the research participants in this course. Firstly, they learned how to integrate technology into German language teaching. Then, the sample watched a grammar lesson taught in an instructional video that was prepared by other participant students before coming to the class. Later, those who prepared videos applied learning materials and exercises in the class using Web 2.0 tools. After their practices of technology integration, the participants responded to an open-ended questionnaire about their own experiences with this method. Analysis of the data revealed that the participants reported both the advantages and disadvantages of flipped classroom method. Besides, they stated they faced various challenges such as technological difficulties and lack of software knowledge. They also indicated that using this method required high levels of motivation and discipline, which was viewed as being positive and negative sides. Similarly, they noted this method promoted their learner autonomy. As a result, the current study uncovered the potential use of flipped classroom method practiced by future German teachers.

Keywords

• Flipped classroom
• German teacher training
• technology integration
• Web 2.0 tools

Erfahrungen von Deutschlehramtskandidat:innen mit der Flipped-Classroom-Methode

Abstract

Der Einsatz von Technologie und Digitalisierung hat neue Lehrmethoden in den Bereich des Fremdsprachenunterrichts eingeführt. Eine von diesen Methoden ist die Flipped-Classroom-Methode, die in verschiedenen Unterrichtskontexten weltweit angewendet wird. Diese Studie zielt darauf ab, die Anwendung der Flipped-Classroom-Methode im Fremdsprachenunterricht Deutsch zu untersuchen und die Lehrpraktiken von angehenden Deutschlehrenden zu erforschen, die diese Methode in ihrer Unterrichtspraxis integrieren. Um diese Ziele zu erreichen, wurde eine qualitative Untersuchung konzipiert. Diese Untersuchung wurde im Rahmen des fakultativen Kurses des Lehramtsstudiums mit dem Titel „Neue Technologien im Fremdsprachenunterricht" durchgeführt, der von dem Forscher dieser Studie an der Universität gehalten wurde. Acht Lehramtskandidat:innen beteiligten sich als Forschungsteilnehmenden an diesem Kurs. Zunächst lernten sie, wie man Technologie in den Deutschunterricht integriert. Folglich sahen sich die Teilnehmenden eine Grammatiklektion anhand eines von Klassenkameraden vorbereiteten Lehrvideos an, und es wurde von ihnen erwartet, dass sie die erlernten Materialien in der Klasse mithilfe von Übungen mit Web 2.0-Tools festigen. Im Anschluss an ihre Aktivitäten zur technologischen Integration füllten die Teilnehmenden einen offenen Fragebogen über ihre persönlichen Erfahrungen mit dieser Methode aus. Die Analyse der Daten ergab, dass die Teilnehmenden der Studie sowohl über die Vor- als auch die Nachteile der Flipped-Classroom-Methode berichteten. Sie standen jedoch vor verschiedenen Herausforderungen, wie z. B. technologischen Schwierigkeiten und mangelnde Softwarekenntnissen. Sie betonten auch, dass die Anwendung dieser Technik ein hohes Maß an Motivation und Disziplin erforderte, was sowohl positive als auch negative Aspekte aufwies. Zusätzlich erkannten sie, dass diese Vorgehensweise die Autonomie der Lernenden förderte. Als Ergebnis enthüllte die aktuelle Studie den potenziellen Einsatz der Flipped-Classroom-Methode bei angehenden Deutschlehrenden.

Keywords

• Deutschlehrerausbildung
• Flipped Classroom
• Technologieintegration
• Web 2.0-Tools

Almanca Öğretmen Adaylarının Ters Yüz Edilmiş Sınıf Yöntemine İlişkin Deneyimleri

Abstract

Teknoloji kullanımı ve dijitalleşme, yabancı dil eğitimine yeni öğretim metodolojilerinin gelişmesini sağlamıştır. Bunlardan biri de dünya çapında farklı öğretim alanlarında kullanılan ters yüz edilmiş sınıf yöntemidir. Bu çalışmanın bu bağlamla iki tane amacı vardır: yabancı dil olarak Almanca öğretiminde ters yüz sınıf yönteminin uygulanmasını araştırmak ve bu yöntemi derslerinde kullanan Almanca öğretmen adaylarının uygulamalarını incelemek. Bunun için nitel bir çalışma tasarlanmıştır. Çalışma, üniversitede öğretmen yetiştirme programında araştırmacı tarafından verilen “Yabancı Dil Öğretiminde Yeni Teknolojiler” başlıklı seçmeli derste yürütülmüştür. Bu derste araştırmanın katılımcıları da olan sekiz öğretmen adayı yer almıştır. Katılımcılar ilk olarak, teknolojinin Almanca öğretimine nasıl entegre edileceğini öğrenmişlerdir. Daha sonra, diğer katılımcı öğrenciler tarafından derse gelmeden önce hazırlanan bir öğretim videosunda öğretilen dilbilgisi dersini izlemişlerdir. Bir sonraki aşamada video hazırlayan katılımcılar Web 2.0 araçlarını kullanarak öğrenme materyallerini ve alıştırmaları sınıfta uygulamışlardır. Teknoloji entegrasyonunu da içeren bu uygulamalarının ardından katılımcılar, bu yöntemle ilgili kendi deneyimlerini anlattıkları açık uçlu bir anketi yanıtlamışlardır. Verilerin analizi, katılımcıların ters yüz sınıf yönteminin hem avantajlarını hem de dezavantajlarını aktardıklarını ortaya koymuştur. Ayrıca katılımcılar teknolojik zorluklar ve yazılım bilgisi eksikliği gibi çeşitli zorluklarla karşılaştıklarını belirtmişlerdir. Bunların dışında katılımcılar bu yöntemi kullanmanın yüksek düzeyde motivasyon ve disiplin gerektirdiğini ve bunun da olumlu ve olumsuz yanlar olarak algılanabileceğini belirtmişlerdir. Benzer şekilde, bu yöntemin öğrenen özerkliğini desteklediğini de belirtmişlerdir. Sonuç olarak, mevcut çalışma geleceğin Almanca öğretmenleri tarafından uygulanan ters yüz sınıf yönteminin potansiyel kullanımını ortaya çıkarmıştır.

Keywords

• Ters yüz sınıf yöntemi
• Almanca öğretmen eğitimi
• teknoloji entegrasyonu
• Web 2.0 araçları

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