“…To ensure that effective training continued, the Ministries of Basic and Secondary Education in a joint order requested an intensification of the use of the blended learning strategy (Akumbu, Teneng & Ngu, 2020;Béché, 2020). With interruptions in the traditional in-class learning, the low level of appropriation of digitalization by Cameroon teachers (Akumbu et al citing Josue, 2007;Béché, 2013Béché, , 2017Karsenti, 2009;Mbangwana, 2008;Ndongfack, 2015;Njebakal & Teneng, 2017), it became necessary to examine the extent to which the blend of the distance learning, self-directed learning, flipped, and teacher-directed learning modes influence student teacher's acquisition of the required professional skills during the crisis period. The influence of the blended learning strategy on elementary student-teachers' professional development during the crisis period was the gap in knowledge that this study sought to fill.…”