Perceptions of Preschool and Primary School Teachers About Blended Learning Experience

In the current study, it was aimed to investigate the views and experiences of preschool and primary school teachers regarding blended learning. In the study, case study, one of qualitative designs, was used. In determining the working group, criterion-sampling method was used. The working group was made up of 29 teachers working in Ankara. The data which was collected with semi-structured interview questions was applied content analysed. The findings obtained through the analysis of the data showed that almost all the teachers felt themselves incompetent in planning teaching processes, “as in the nature of blended learning”, with face-to-face and distance education. In addition, teachers pointed out that they needed education in such issues as preparing activities, producing digital content, using technology, classroom management, teaching methods and techniques in the part of distance education of blended learning. It was found that while the views of the primary school teachers teaching to third and fourth grades of primary education were quite positive regarding the applicability of the blended learning, first grade and second grade primary school teachers and preschool teachers were abstained. The results obtained from the findings of the research were discussed depending on the literature and some recommendations were made for the related partners. Given the qualitative nature and limited sample size of this study, future research should explore larger samples using experimental methods. Additionally, enhancing teacher training in technology integration for blended learning is recommended to better equip educators in applying these methods effectively.