İlkokul İngilizce öğretmenlerinin ters-yüz eğitime karşı olan tutumları, hazırbulunuşlukları ve uygulamada karşılaşılan zorluklar

Internet, which is constantly developing and spreading, has started to take its place in education as in every field. Language teaching has also been affected by the growth and spread of the internet. The idea of using internet tools in the daily life of the generation Z, born in this technology, is one of the reasons that created the Flipped classroom model. Instead of the traditional classroom structure, the flipped classroom structure is a modern idea designed to fit existing students. Contrary to the traditional classroom structure, lessons in flipped teaching model are studied by students at home by watching the videos prepared or found by the teacher. In this way the flipped approach "opens up face-to-face class time" in which the teacher engages directly with students through conversations, real-life examples, difficult situations, and constant supervision with an intended ability to enhance the experience of the classroom. In this model, the teacher's role is to lead the students. The most critical factor for securing desired results could therefore be considered to be the teacher in the flip model. Considering that teachers are the cornerstone of this model, their attitudes, readiness, and challenges towards the flipped classroom model are very important for the implementation of this model. This study covers English teachers working at primary school level. The main purpose of this qualitative study was to investigate the attitudes of teachers in terms of the flipped teaching model. Another purpose in this respect was to understand primary school teachers' perceptions related to their readiness for the flipped teaching model. Finally, a third purpose involved examining teachers' attitudes toward possible challenges while applying the flipped teaching model from their point of view. To be able to acquire this data the researcher implemented an interview with the primary school teachers. A qualitative phenomenological study was conducted, and the data was gathered through semi-structured interviews. The study's findings revealed a generally positive attitude toward the flipped classroom model. The results for the readiness level show that, although having positive attitudes, most teachers do not feel prepared to utilize this model due to a lack of training in its implementation. Possible challenges were also expressed by teachers and grouped according to their source. Findings suggest that Flipped Teaching Model would be preferable for primary schools on condition that the substructure is prepared, and the necessary training is provided by the government.