Blended Learning as a Tool for Enhancing the Self-efficacy beliefs of pre-service Teachers in a Teacher Education Program: A Systematic Review

DOI

10.2991/978-94-6463-439-6_9How to use a DOI?

Keywords

Blended Learning; Educators; Pre-service; Self-Efficacy; Teacher Education

Abstract

Teacher education programs in HEIs have drawn much attention to online and blended learning models, as educators worldwide are now forced to rethink how to implement their curriculum, instructions, and assessments in an online, blended, and hybrid environment. This is because BL can be used to improve theoretical knowledge comprehension and guarantees that pre-service teachers have enough teaching practice and observation experience while minimizing the pressure on teacher education institutions and mentoring teachers. It, therefore, becomes vital that teacher educators and pre-service teachers use BL, given the continually changing nature of education and increased demand for technology in teaching and the teaching profession. Thus, this paper examined how blended learning can be used to enhance the self-efficacy beliefs of pre-service teachers in a rural teacher education program. As such, this study employed a systematic review in which a survey of literature from books, journals, and websites was undertaken to examine how blended learning can be used to enhance pre-service teacher self-efficacy in a teacher education program. The paper also examines the relationship between online technologies, self-efficacy, and pre-service teachers’ satisfaction. The paper concludes that with the utilization of blended learning, pre-service teachers can cultivate a robust sense of self-efficacy, resulting in enhanced assurance and proficiency in their forthcoming pedagogical pursuits. This study recommends the need for additional research to investigate the practices and consequences of blended learning in relation to the increase of self-efficacy. This is necessary to expand the existing body of knowledge on this topic.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Bawande Olawale
AU  - Siphokazi Matshikiza
PY  - 2024
DA  - 2024/06/19
TI  - Blended Learning as a Tool for Enhancing the Self-efficacy beliefs of pre-service Teachers in a Teacher Education Program: A Systematic Review
BT  - Proceedings of the University of Fort Hare Teaching and Learning Conference (UFHTL 2023)
PB  - Atlantis Press
SP  - 120
EP  - 129
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-439-6_9
DO  - 10.2991/978-94-6463-439-6_9
ID  - Olawale2024
ER  -