Piano Teaching Within the Framework of the Flipped Classroom Model: Planning, Implementation, and Evaluation

Abstract

This study, aiming to evaluate the piano teaching and post-process gains of music teacher candidates based on their experiences with the flipped classroom model (FC), was designed as a case study. The study group consisted of 24 music teacher candidates studying in the 2022 to 2023 academic semester in the Music Education Program. The research design includes implementation of piano teaching with the FC model and the application of diary and questionnaire forms to obtain qualitative data during weekly teaching practices. The qualitative data reveal the positive and negative aspects, opportunities, threats, the effects on learner gains of the general evaluation of piano teaching with the FC model, and the evaluation of videos as extracurricular teaching materials. It has been concluded piano teaching with the FC model has a positive effect on the components of the teaching process, learner-teacher communication, use of teaching materials, active participation, feedback correction, psychomotor and affective learning outcomes, the ability to play the piano musically and technically, and anxiety and motivation. In addition, the data show videos are preferable as extracurricular teaching materials, and it is seen as an important component affecting the suitability, usability and effectiveness of the FC model for piano teaching.