نموذج مقترح للصف المقلوب لتنمية مهارات التدريس ومهارات التعلم الذاتي لدى طلاب شعبة الجغرافيا بكلية التربية
The main purpose of the research was to enhance geography students’ teaching and self-learning skills through using a proposed flipped classroom model. To achieve that, pre-post teaching and self-learning skills tools was prepared and used to assess students’ teaching and self-learning skills before and after the experimental treatment, the study adopted the quasi-experimental design using one group. The proposed flipped classroom model was conducted to a sample of 59 students at the Faculty of education - Alexandria University during the first semester in the academic year 2017-2018. The data collected and statistically treated. The results indicated that: 1) there is a statistically significant difference at the 0.05 level between the mean score of the students’ teaching and self-learning skills pre-post application of the listening skills test in favor of the post application. 2) the proposed flipped classroom model proved to be effective in enhance geography students’ teaching and self-learning skills. The results discussed either quantitative and qualitative, and according to that the research ensures to support using the flipped classroom in the geography teachers’ preparation, and professional development programs, and suggest that more research is needed in the area of the effectiveness of using the flipped classroom in improving the teaching and learning geography processes. (Published abstract)