Abstract

• The major purpose of this paper is to study teacher educators’ perception towards the effects and challenges of flipped classrooms in teaching. The study was conducted with a descriptive research method. Three sample education degree colleges from Yangon Region were selected. In this study, the subjects were teacher educators from Yankin Education Degree College, Thingangyun Education Degree College, and Hlegu Education Degree College from Yangon Region. The subjects, (127) teacher educators, were chosen from three education degree colleges. The instrument used in this study was a questionnaire that was constructed based on better performance of flipped classroom, and customized, active, and engaging environment of flipped classroom developed by Bergmann and Sams (2012), and challenge of flipped classroom in teaching (operational challenge and faculty challenge) developed by Betihavas, Bridgman, Kornhaber and Cross (2016). This questionnaire consists of (40) items with a five-point Likert Scale. For obtaining questionnaire reliability, a pilot test was administered. The internal consistency (Cronbach’s Alpha) was (.918). In order to describe the extent of the study teacher educators’ perception towards the effect and challenge of flipped classroom, mean, standard deviation, and percentage were used. According to the study, the mean score of customized, active, and engaging environment, (M = 39.92, SD = 2.62) was higher than that of better performance (M = 39.69, SD = 2.85). The mean score of the operational challenge (M = 34.57, SD = 4.72) was higher than that of the faculty challenge, (M = 33.38, SD = 4.90). Research findings indicated that some of the teacher educators who received treatment by using flipped classrooms had a good perception to use it in higher education.