The Effect of Flipped Professional Development On English Language Teacher's Engagement and Attitude

Flipped learning is a relatively new approach in teaching. In flipped learning the place of teacher’s lectures and the homework is reversed to enhance active learning and engagement. This study was done to examine the effect of flipped classroom on English language novice teachers’ engagement and to examine their attitude towards flipped classroom. About 150 English female teachers were selected among different institutes and private schools of Tehran. The teachers were divided randomly into experimental and control groups. There were 75 teachers in two flipped classrooms and 75 teachers in two traditional classrooms. They were taught a course of “classroom management” in 6 weeks. Data was collected by a questionnaire which was completed by teachers to examine their perception of their engagements and their attitudes on flipped professional development. Results indicated that teachers in flipped professional development had higher engagement levels than teachers in lecture-based classes. Furthermore teachers had a positive attitude toward this instructional model.