Blended Learning in Teacher Education: Challenges and Best Practices

Abstract

Blended learning is the intentional combination of face-to-face and online learning experiences has become a pivotal approach in teacher education programmes worldwide. The shift reflects both technological affordances and a growing consensus that teaching candidates require competence in digital pedagogy alongside traditional classroom skills. This paper examines the challenges and best practices for implementing blended learning in teacher education. Challenges include infrastructural barriers (connectivity and access), variable digital pedagogical competence among teacher educators and candidates, resistance to change rooted in established norms and institutional culture, quality assurance and assessment complexities, and equity concerns for socioeconomically disadvantaged candidates. Additionally, rapid, emergency-driven adoption (e.g., during crises) has highlighted distinctions between thoughtful blended design and ad-hoc remote teaching. Drawing on an interdisciplinary literature base from educational technology, teacher professional development, and higher education practice, the paper synthesizes evidence-based strategies that help overcome these obstacles: institutionally supported professional development, curriculum redesign grounded in learning outcomes, robust instructional design and scaffolding, meaningful use of Learning Management Systems (LMS) and formative e-assessment, models for collaborative learning and reflective practice, and policy-level supports ensuring access and inclusivity. Practical examples and implementation guidance are offered for teacher education programmes designing blended modules, covering course sequencing, micro-learning elements, clinical/practicum integration, and supervisor mentoring. The paper argues for a systemic approach: effective blended teacher education requires alignment among policy, infrastructure, educator capability, and assessment design. Recommendations include staged implementation, continuous evaluation, equity-focused provisioning, and research-practice partnerships to refine models locally. Limitations of current evidence, heterogeneity of blended models and scarce longitudinal outcomes focused specifically on teacher graduates’ classroom practice, are acknowledged. The paper concludes by proposing priority areas for future research and practical action to consolidate blended learning as a sustainable pathway for preparing teachers who can teach effectively in contemporary, digitally-infused classrooms.