Self-Regulated Learning Behaviors of Pre-School Teacher Candidates in Flipped Learning

Oct 15, 2026

The study examines how pre-school teacher candidates apply self-regulated learning practices within a flipped learning environment and identifies educational factors that shape their self-regulation development process. Conducted as a case study in the 2022–2023 fall semester with 55 first-year Early Childhood Education candidates, the research uses a structured interview form with open-ended questions. Thematic analysis is applied to interview responses, aiming to inform flipped learning approaches for teaching and learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

Introduction

Flipped learning: definition and rationale

Self-regulation: concepts and teacher roles

Self-regulated learning strategies: categories and components

Self-Regulated Learning Behaviors of Pre-School Teacher Candidates in Flipped Learning Funda ERGÜLEÇ 1 Eskişehir Osmangazi University Rahime Filiz AĞMAZ 2 Necmettin Erbakan University Abstract The aim of the study is to examine pre-school teacher candidates' self-regulated learning practices in a flipped learning environment and to explore the educational factors in flipped learning influencing pre-school teacher candidates’ self-regulation skills development process. This study examines how pre-school teacher candidates use self-regulation strategies during the implementation of flipped learning. This case study was carried in the fall semester of the 2022-2023 academic year with 55 firstyear Early Childhood Education department teacher candidates. A structured interview form was used as a data collection tool and the data of the research is composed of pre-school teacher candidates answers to the interview form consisting of open-ended questions. The data were analyzed by thematic analysis method. The study would shed light on how the results may be used to flipped learning approaches for teaching and learning. Keywords: Self-Regulated Learning, Pre-School Teacher Candidates, Flipped Learning DOI: 10.29329/epasr.2023 .600.10 Submitted: 17 March 2023 Accepted: 01 July 2023 Published: 30 September 2023 1Associate Professor, Computer Education and Instructional Technology Department Faculty, Eskişehir Osmangazi University, Eskişehir, Türkiye, ORCID: (0000-0002-7236-7894) Correspondence: [fundaergulec@gmail.com](fundaergulec@gmail.com) 2Assistant Professor, Department of Primary Education, Preschool Education, Necmettin Erbakan University, Konya, Türkiye, ORCID: (0000-0003-2418-1515), Email: [filizkiremit@gmail.com](filizkiremit@gmail.com) Introduction Faculty members at the universities have recently given flipped learning a lot of attention inan effort to improve the quality of teaching and learning in higher education (Awidi & Paynter, 2019; Murillo-Zamorano et al., 2019) . It is a proper decision considering 21st century learner characteristics as they need to be actively involved in the learning process and education practices should be evaluated and updated in light of the knowledge and characteristics of the students. In addition, according to studies on higher education, it's important for students to be in charge of their own learning processes and actively engage in educational activities (Hannafin et al., 1997) . Unlike in traditional classes, where students listen and take notes while the teacher tells the lesson, flipped learning strategies can support the learning process of the students of the modern era. In a flipped learning environment, the theoretical part of the lesson is performed outside of class, while the practical part is finished in class (Hwang et al., 2015) . The Flipped Learning Network [FLN](2014) defined "Flipped Learning" as learning when the teacher serves as a guide and the student is free to discover the content. According to Bretzmann (2013), Flipped learning is the process of ensuring that students are prepared to learn the material by watching videos at home and then engaging in activities connected to these subjects in the classroom. Thus, the flipped model creates a flexible and student-centered learning environment. In the classroom, the flipped learning model offers greater chances for practice, direction, collaboration, and interdisciplinary study (Roehl et al., 2013; Strayer, 2012) . According to the model, the flipped classrooms facilitate learning and increase permanency while allowing students to go at their own speed (Turan & Göktaş 2015) . It allows students to learn at their own pace, as well as gives them opportunity to re-access the content. In addition, flipped learning has a positive effect in terms of communication and interpersonal interaction (Bishop & Verleger 2013; Kim et al., 2014) . In conclusion, flipped learning aims to enhance students'

FAQs

What is the purpose of the study?

To examine pre-school teacher candidates' self-regulated learning practices in a flipped learning environment and explore factors in flipped learning that influence their self-regulation development process.

How was the research conducted and what data were used?

The case study was carried out in the 2022–2023 fall semester with 55 first-year Early Childhood Education teacher candidates. A structured interview form with open-ended questions was used, and responses were analyzed.

How are self-regulated learning strategies categorized in the study?

Self-regulated learning strategies are discussed under three main categories: cognitive, metacognitive, and resource management strategies, with motivational strategies also accepted within self-regulated learning.

Oct 15, 2026

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