Blended Learning in Teacher Education: An Empirical Study on Its Perceived Effectiveness in Pre- Service Teacher Preparation

This study investigates the perceptions of pre-service teacher educators regarding the effectiveness of blended learning in teacher preparation programs. As education system is increasingly integrating with technology, blended learning which meanscombining one-on-oneinstruction with digital toolshas emerged as a prominent model for preparing future educators. The research adopts a qualitative-descriptive design, involving 50 preservice teacher educators selected through purposive sampling. Data were collected using a structured questionnaire comprising both closed and open-ended questions. The study explores five key dimensions: effectiveness in teaching preparation, confidence for classroom teaching, preference for permanent inclusion, role in holistic development and overall suitability of blended learning. The findings reveal that participants largely perceive blended learning effective in bridging theory and practice, enhancing classroom readiness and supporting professional and personal growth. Participants advocated for its continued use, citing flexibility, digital literacy and increased engagement as core benefits. However, concerns were noted regarding reduced interpersonal interaction and digital fatigue. The study concludes that blended learning is not only pedagogically sound but also essential for equipping preservice teachers with the skills needed in modern educational environments. Recommendations include institutional support, faculty training and equitable digital access to ensure its sustainable implementation.