In the descriptive study reported on here we used A Scale for Flipped Classroom Readiness of Secondary School Learners developed by Hao and adapted by Durak to evaluate teachers’ readiness. The scale was administered to 233 teachers working at 5 randomly selected secondary schools in the city of Elazig, Turkey. Five key aspects of their readiness to conduct flipped classroom education were investigated: “self-efficacy in controlling learners, technological self-efficacy, self-efficacy for planning classroom time, readiness for preparatory work and being open-minded.” In general, overall readiness was found to be positive for young teachers who had recently joined the profession. Teachers who owned computers and perceived themselves as being competent users of information and communications technology were more likely to have favourable opinions of their ability to implement flipped classroom pedagogy.

中文翻译：

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中学教师翻转课堂准备情况调查

在这里报道的描述性研究中，我们使用了由 Hao 开发并由 Durak 改编的中学学习者翻转课堂准备量表来评估教师的准备情况。该量表对在土耳其埃拉泽市的 5 所随机选择的中学工作的 233 名教师进行管理。调查了他们准备进行翻转课堂教育的五个关键方面：“控制学习者的自我效能、技术自我效能、计划课堂时间的自我效能、准备工作的准备和思想开放。” 总的来说，对于最近加入该行业的年轻教师来说，总体准备情况是积极的。