Khung lí thuyết đánh giá mức độ sẵn sàng áp dụng lớp học đảo ngược của giáo viên

Tóm tắt

The advancement of technology and the lifelong learning trend have placed an urgent demand on teachers to innovate teaching methods, techniques, and instructional models. In this context, the flipped classroom (FC) is regarded as an effective approach for enhancing learner autonomy. This study identifies and analyzes theoretical frameworks suitable for assessing teachers' readiness to adopt the flipped classroom model, using a theoretical synthesis method. Several important theoretical models are reviewed, including the Technology Acceptance Model (TAM), the Concerns-Based Adoption Model (CBAM), the Theory of Reasoned Action (TRA), and the Theory of Planned Behavior (TPB). A significant contribution of this research is the proposal of a theoretical framework for evaluating teachers' readiness, emphasizing key factors such as perceived usefulness, technological skills, attitudes, and behavioral intentions. Based on this framework, recommendations are provided to ensure scientific validity and reliability when constructing readiness assessment tools. The research findings contribute practical value by providing both a theoretical foundation and a practical instrument to facilitate teachers' effective implementation of the flipped classroom.