Exploring Blended Formatted Courses in Teacher Preparation Programs Through the Instructor Perspective

• In Event: AERA Roundtable Session 13
  In Roundtable Session: Innovations in Teacher Preparation Using Technology

Abstract

The purpose of our case study was to center better understanding the perceptions and perspectives of approaches to blended instruction among teacher education faculty to improve teacher preparation programs. Data were collected before and during COVID-19 in the USA. Our findings indicated that the faculty consistently practiced differentiation of instruction in their blended courses and viewed this mode of delivery as having a positive impact on preparing teacher candidates on teaching specific content and the skills needed as professional educators. Findings also revealed that the instructors faced obstacles, but viewed this as a co-learning opportunity with their teacher candidates. With respect to COVID-19, our findings illustrated that successful adaptation of blended instruction among teacher educators is of an increased priority.

Authors

• Antonio G. Estudillo, Ph.D., City University of Seattle

• ChiuYin (Cathy) Wong, Monmouth University