“It’s Like Flying a Plane While Constructing It”: Exploring Blended Formatted Courses in Teacher Preparation Programs Through the Instructor Perspective

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 formatted 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 they 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. The participants described the teaching techniques learned during the pandemic and stated they would incorporate these techniques to further improve their blended courses within teacher preparation in the future. We argue institutions should support faculty through investment in and promotion of faculty peer collaboration on structuring and designing blended courses.

Keywords

• blended instruction
• teacher candidates
• teaching pedagogy
• COVID-19
• instructor perspective

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