His research is situated within the field of educational innovations. Most of his research focuses on the integrated use of ICT in pre-service teacher training and compulsory education. Dr. Céline Cocquyt obtained her PhD in Educational Sciences at the Vrije Universiteit Brussel (VUB) and is currently coordinating a project on teacher professional development for online and blended learning. Dr. Silke Vanslambrouck obtained her PhD in Educational Sciences at the Vrije Universiteit Brussel (VUB) and is currently a collaborator for educational development at the department of quality assurance and innovation and pedagogical collaborator at the department of educational sciences. Her research interests concern blended learning, adult education, motivation and self-regulation. Bram Bruggeman is a PhD candidate at the Vrije Universiteit Brussel (VUB). His research interests are in professional development in higher education in the context of technology enhanced learning.
Teachers’ beliefs about education influence practice and vice versa. Teacher educators should be particularly attuned to the association between educational beliefs and practice. Teachers’ beliefs about education have been widely studied, but investigating how a team of teacher educators put a shared vision on blended learning into practice is less researched. Blended learning practices are subject to the four design aspects of incorporating flexibility, stimulating interaction, facilitating the learning process, and creating an affective learning climate. This qualitative study investigates a team of experienced blended learning teacher educators from two perspectives: their beliefs about blended learning, and how these beliefs are realised in practice. Seventeen screencast stimulated recall interviews revealed: (1) teacher educators express evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction, and (2) how these beliefs are realised in practice by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences. Furthermore, as a result of the association between beliefs about blended learning and practice, the areas of refining student feedback, improving online structure and increasing interaction in online learning materials emerged for professional growth. Finally, recommendations are made for blended learning practitioners and teacher educators.
Implications for practice or policy:
Teacher educators hold evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction.
Deep and meaningful blended learning is promoted by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences.
Areas for professional growth are refining student feedback, improving online structure and increasing interaction in online learning materials.
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