TEACHER PREPAREDNESS FOR BLENDED LEARNING: INSIGHTS AND BEST PRACTICES
Keywords:
teacher preparedness, blended learning, digital literacy, professional developmentAbstract
This study investigates teacher preparedness for blended learning, a model that combines face-to-face and online instruction. As blended learning continues to gain traction in education, it is crucial to understand how teachers can effectively integrate digital tools and pedagogical strategies into their teaching practices. The research examines teachers' levels of preparedness, including their digital literacy, comfort with technology, and ability to design and implement blended learning experiences. Through surveys and interviews with educators across various schools, the study identifies key challenges such as inadequate professional development, lack of resources, and resistance to change. It also highlights best practices that can support teacher readiness, such as ongoing training, collaborative teaching models, and access to reliable technological support. Recommendations are provided for improving teacher preparedness to enhance the effectiveness of blended learning environments.
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