Flipped In-service Training (FIT) on English Language Proficiency: Teachers' Learning Outcome and Insights

Abstract

INTRODUCTION

The positive impact of professional growth and development programs for teachers has driven the Department of Education to support in-service training for teachers. However, during in-service training, teachers suffer from burnout as a result of lecturing strategy, loss of teacher autonomy, insufficient time, irrelevant topics to their field, and unsupportive working environment. Thus, the researcher was prompted to try an emerging approach in providing professional development known as Flipped Professional Development. This study focused on determining how effective flipped in-service training for teachers as an alternative approach in designing and delivering school-based continuing professional development. Such training emphasized on enhancing the English language proficiency of the selected Non-English teachers of Dasmarinas West National High School.

METHODS

The mixed method research design was employed since it involved both quantitative and qualitative data. The 30 purposely selected respondents from Science, Math, TLE, and MAPEH departments were asked to answer 40-item pre and post English language proficiency tests to determine their learning outcome. A five-point Likert scale survey questionnaire, written interview, and a reflective journal were also utilized to gather further perceptions regarding its effectiveness.

RESULTS

Flipped in-service training on English Language Proficiency has brought about significant improvement in the language proficiency of the Non-English teachers. The respondents perceived this to be effective in terms of promoting positive professional learning experiences and improving their knowledge and skills. These positive perceptions can be attributed to its potentials to promote flexibility, engagement, greater knowledge, and accessibility. Its appropriateness to adult learning, effectiveness in generating learning, and valuable use of time were also observed by the process observer.

DISCUSSIONS

The effectiveness of flipped in-service training in improving learning outcome and in creating positive training experiences justify its potential as an alternative approach in designing and delivering in-service training for teachers. Further comprehensive research may be conducted to examine its full potentials in order to gain a deeper understanding of its impact on teachers' training experiences and performance that eventually lead to successful student learning outcomes.