Date of Conferral
2-11-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Nancy Williams
Abstract
The problem that was investigated through this study is that preservice elementary teachers struggle to incorporate blended learning pedagogy. The purpose of this qualitative study was to investigate preservice elementary teachers’ perceptions on instructional opportunities and primary concerns when incorporating blended learning pedagogy. The conceptual frameworks for this study were Rogers’ theory for educational technology and Garrison and Archer’s community of inquiry. For this basic qualitative design, eight semistructured interviews with preservice elementary teachers were conducted. Interviews were coded with a priori, open, and axial codes and then thematically analyzed with the following themes emerging: Preservice teachers (a) see the benefits of blended learning for student engagement and differentiation, (b) place emphasis on learning management strategies during preservice training so new teachers can balance blended practices with curriculum demands, and (c) require adequate digital infrastructure and technical support. If preservice teachers were provided with the appropriate digital infrastructure and learning management strategies infused into the preservice training, social change could be initiated. The positive attitudes of preservice teachers, combined with thorough blended learning training in effective strategies, will have a significant impact on the field of education. Preservice teachers would be more likely to implement properly, which, in turn, will benefit students in blended learning programs.
Recommended Citation
Harris, Vincent M., "Preservice Elementary Educators’ Perceptions of Teaching Proficiency within a Blended Curriculum Context" (2025). Walden Dissertations and Doctoral Studies. 17329.
https://scholarworks.waldenu.edu/dissertations/17329
