Using Blended Learning in Teacher Training Programs: Perspectives of Pre-service Teachers

Authors

  • Phuong Thi Le Faculty of Pedagogy, VNU University of Education, Vietnam National University, 144 Xuan Thuy Street, Cau Giay District, Hanoi, Vietnam
  • Hien Thu Thi Pham Faculty of Pedagogy, VNU University of Education, Vietnam National University, 144 Xuan Thuy Street, Cau Giay District, Hanoi, Vietnam

DOI:

https://doi.org/10.36941/jesr-2021-0035

Keywords:

Blended learning, Teacher training program, Pre-service teachers, Higher education, Vietnam

Abstract

Blended learning (the combination of face-to-face and online learning) has become increasingly favored in teacher education. This learning approach has been identified as an effective method of providing opportunities for pre-service teachers to work in both online and face-to-face environments. This paper employed a quantitative research design to explore the pre-service teachers’ perspectives regarding the use of blended learning in their training programs. This study surveyed 624 pre-service teachers in different fields at multiple universities with teacher training programs in Vietnam. The results revealed that pre-service teachers favored the blended learning method. In addition, teachers engaging in the blended learning approach used teaching methods and technologies appropriately. The study also investigated the relationship between online and face-to-face learning implemented in the blended learning approach. Compared to face-to-face or online learning alone, blended learning was observed to be more effective. In conclusion, Vietnamese pre-service teachers reacted positively and preferred the use of blended learning in their training programs.

 

Received: 13 November 2020 / Accepted: 19 January 2021 / Published: 5 March 2021

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Published

2021-03-05

How to Cite

Le, P. T. ., & Pham, H. T. T. . (2021). Using Blended Learning in Teacher Training Programs: Perspectives of Pre-service Teachers. Journal of Educational and Social Research, 11(2), 115. https://doi.org/10.36941/jesr-2021-0035

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