The present study investigates the effect of the Flipped Classroom (FC) model on the academic achievement and motivation levels of preservice teachers enrolled on the Teaching Principles and Methods (TPM) course, which is a higher education-level knowledge course in the teaching profession. A quasi-experimental design was adopted for the study, and the opinions of the participants of the course were taken at the end of the implementation process. The experimental group took the 14-week TPM course based on a FC model, while no intervention was made in the control group, which completed the process based on the current curriculum. In the experimental group, an interactive and controlled online learning environment was used to access the FC videos. Based on the findings of the study, it was found that the academic achievement and motivation levels of the preservice teachers in the experimental group were significantly higher than those in the control group. The preservice teachers expressed that the FC model provided them with the opportunity to put their knowledge into practice, while also improving their teaching skills and ensuring their active participation in the lesson. Their criticisms of the model, on the other hand, related mostly to the technical problems they encountered.

本研究调查了翻转课堂（FC）模式对参加“教学原理与方法”（TPM）课程的职前教师的学业成就和动机水平的影响，该课程是教学专业中的高等教育水平的知识课程。该研究采用了准实验设计，在实施过程的最后采纳了课程参与者的意见。实验小组根据FC模型参加了为期14周的TPM课程，而对照组没有进行干预，对照组根据当前课程表完成了该过程。在实验组中，使用了交互式且受控的在线学习环境来访问FC视频。根据研究结果，结果发现，实验组职前教师的学业成就和动机水平明显高于对照组。职前教师表示，FC模式为他们提供了将其知识付诸实践的机会，同时还提高了他们的教学技能，并确保他们积极参与课程。另一方面，他们对模型的批评主要与他们遇到的技术问题有关。