The Comparative Study Between Perceived Teacher Role Behaviors And Xpected Teacher Role Behaviors In The Flipped Classroom:from Students' Perspective

This study aims to find out whether discrepancies exist between perceived role behaviors and expected behaviors of College English teachers in the flipped classroom from students' perspective.Through semi-structured interviews with 6 teachers,open questionnaires to 15 students,a College English Teacher Role Behavior Scale is constructed.The scale is administrated to 362 students and 284 valid scales are collected.Through a paired sample t-test,results show that significant discrepancies exist between perceived teacher role behaviors and expected teacher role behaviors at seven dimensions:autonomous learning guidance,knowledge delivery,online management,classroom organization,conduct guidance,teacher-student relationship and moral guidance.Discrepancies are especially dramatic on four dimensions:autonomous learning guidance,knowledge delivery,teacher-student relationship and online management.The reasons are explored through interview records,open questionnaires and teachers' and students' diaries.The great discrepancies result from four reasons:the lack of students'real feedback,teachers' burnout,the lack of online management experience and the lack of team cooperation.Some suggestions are given to policy makers,teachers,students and platform developers so as to facilitate teachers' professional development and improve the implementation of the flipped classroom.