A Novice Teacher's Self-Development Journey: Adapting Flipped Classroom Learning with AI Integration for Modern Classroom

Abstract

This study investigates novice teachers’ professional development as they navigate the integration of Flipped Classroom (FC) methodologies and Artificial Intelligence (AI) tools in contemporary educational settings. The primary objective was to examine how these technologies influence early career educators' teaching competencies and professional growth.  Employing a mixed-methods design, the research commenced with qualitative interviews and classroom observations to uncover the challenges, strategies, and experiences associated with implementing FC and AI. This was complemented by a quantitative survey that assessed the effectiveness of the integration. Thirty novice teachers participated in the study.  AI tools contributed to more personalized learning experiences, while the FC approach facilitated increased student interaction and engagement. Nonetheless, participants reported encountering technical issues and insufficient training. This study underscores the necessity of ongoing professional development and institutional support to enable novice teachers to utilize AI and FC approaches effectively. Overall, the results suggest that novice teachers can enhance their instructional competencies with adequate resources and mentorship, and foster more dynamic, student-centered learning environments in the digital era. This study uniquely explores how novice teachers integrate FC methods and AI tools. Employing a mixed-methods approach provides a nuanced understanding of the pedagogical benefits, challenges, and developmental needs associated with this dual integration. The findings highlight the critical role of institutional support and targeted professional development in empowering early career educators to create student-centered, technology-enhanced learning environments, thereby bridging a significant gap in the current teacher education and edtech literature.