Blended Learning in Teacher Education

Abstract

This chapter acknowledges that there is sparse literature to consult about the pedagogical and empirical foundations of blended learning in teacher preparation programs because this field is in its infancy. This chapter will first define blended learning, identify the challenges in teacher preparation programs and indicate how blended-learning approaches will assist teacher educators to meet long-standing and newly emerged challenges, and help future teachers to be reflective practitioners, better problem-solvers, and critical thinkers. This chapter also will discuss pedagogical values of blended learning and factors affecting blended learning course designs, and then showcase best practices using blended learning in order to show the effectiveness of blended learning approaches in teacher education. Lastly, this chapter will discuss considerations when blending teacher education courses.

Digitalisierung in der Lehrer:innenbildung

“…B. durch Diskussionen, gemeinsame Aufgabenbearbeitung und Gruppenarbeiten (vgl. Kim et al 2015). Hier bietet sich in der Selbstlernphase Gelegenheit zur Binnendifferenzierung und die Präsenzphase findet anschließend in einem Future Learning Space statt: Die Lehramtsstudierenden können sich an den Gruppenarbeitsplätzen über den individuell erarbeiteten Stoff austauschen und beispielsweise ihre verschiedenen Aufbereitungsergebnisse am Display und mittels der Sharing Device Technologie vergleichen.…”

Development of Computer Assisted Instruction as a Means of Independent Learning

“…One form of innovation that is currently developing is educational technology. The increased use of technology in the classroom has been the focal point of several studies over the past decade (Murray & Rabiner, 2014, Kim, Baylen, Leh, & Lin, 2015Ghareb & Mohammed, 2017;). Technology is in the form of new products developed by educational experts that provide convenience, especially in using various existing equipment.…”