Effects of Flipped Classrooms on the Academic Achievements, Individualised Education Plan Competencies and Quality of Related Preparation of Pre-Service Teachers

Flipped classrooms are a pedagogically appropriate approach that supports inclusive education by increasing in-class practise time, including active learning activities. They can support permanence by reinforcing many courses taught theoretically in universities. In this respect, flipped classrooms can become an important advantage in the training of special education teachers. In this study, we aimed to examine the association between the flipped classroom on pre-service special education teachers’ academic achievement, Individualised Education Plan (IEP) competencies and IEP quality and to determine pre-service teachers’ views on the flipped IEP course. In our research, we investigated a sample of 66 s-year pre-service teachers, 33 of whom were randomised into an experimental group, and 33 into a control group. Participants were randomly assigned to the experimental and control groups. As a result of this study, it was revealed that the flipped IEP course had a statistically significant association with the quality of the IEP prepared by the pre-service teachers, that the information they gained in the IEP course was permanent, that the subjects were more understandable, that it provided enjoyable learning opportunities based on practise, and that it increased classroom interaction.