Blended learning for teacher training: benefits, challenges, and recommendations

Iryna S. Mintii

doi:10.31812/ed.581

Authors

Iryna S. Mintii Institute for Digitalisation of Education of the NAES of Ukraine https://orcid.org/0000-0003-3586-4311

DOI:

https://doi.org/10.31812/ed.581

Keywords:

blended learning, blended learning organization, teacher education, teacher training, teacher retraining

Abstract

This study examines how blended learning (BL) was used for teacher training and retraining during and after the COVID-19 pandemic, based on a systematic analysis of 27 scientific sources from the Scopus database. BL is a flexible and personalized mode of learning that combines face-to-face, synchronous, and asynchronous distance learning methods, as well as various ICT tools and pedagogical technologies. The study identifies the main approaches, benefits, and challenges of BL implementation in teacher education. It reveals that BL can enhance teachers’ access to resources, communication, interaction, collaboration, reflection, and creativity. However, it also requires reliable technology, technical support, and adequate training for both teachers and students.

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