Investigating the Current Status, Influence Factors, and Challenges for Blended Teaching Readiness of Pre‐Service Teachers in China's Teacher Preparation Programs

ABSTRACT Blended teaching has become the new normal in modern education. Enhancing pre‐service teachers' readiness for blended teaching is crucial for adapting to the digital transformation of education and advancing instructional reform. However, pre‐service teachers' readiness for blended teaching has rarely been explored. This study explored the current state, influencing factors, and challenges of pre‐service teachers' blended teaching readiness in China. The study employed a cross‐sectional survey design and applied descriptive statistics, correlation analysis, regression analysis, and content analysis to analyze the data. A total of 468 pre‐service teachers participated in the study. The results showed that pre‐service teachers' overall readiness for blended teaching was at a moderate level. In addition, pre‐service teachers' blended learning experience, digital competence, and the frequency with which instructors adopt blended teaching in courses had significant impacts on their readiness. Moreover, there was a significant correlation between the dimensions of blended teaching readiness and blended teaching intention. Furthermore, preparing pre‐service teachers for blended teaching in teacher education encountered multiple challenges across six dimensions. Finally, some suggestions are provided in terms of teacher education, institutional support, and pre‐service teachers' self‐competence development to help improve their blended teaching competence.