This multiple-article dissertation explores K-12 blended teacher preparation. A literature review describes research trends from 88 articles published in peer-reviewed journals. It reports that current K-12 blended teacher preparation research focuses on explorations of blended teaching literature; professional development and coursework used for blended teacher preparation; defining, developing, and implementing blended teaching competencies; and measuring blended teaching readiness. The literature review suggests that additional work is needed to uncover specific practices that K-12 blended teachers are using across disciplines and grade levels, as well as whether there are specific pedagogies that seem to be effective within specific disciplines and grade levels. The second article provides insight into these K-12 blended pedagogies. Researchers gathered more than 1500 examples of K-12 blended teaching practices, strategies, resources, and school profiles from The Learning Accelerator (TLA) to uncover how practices of blended teachers relate to proposed competencies for blended teacher preparation. Coding a representative sample of resources (372 of the 959 relevant resources, providing a confidence interval of 95% +/- 4) revealed that some technology skills seen as foundational to blended teaching readiness and some blended teaching competencies may be less important for K-12 blended teachers than others. Future research should address whether the skills that appear to be less emphasized from the artifact analysis are less used in practice or seek to identify specific pedagogical practices around the skills and competencies that this analysis identified as important to K-12 blended teaching. The final article presents best practices and experiences within the blended competency area of personalization. Researchers conducted interviews with 62 blended teachers with various levels of blended teaching experience across 10 different content areas and all K-12 grade levels. Researchers found that teachers provide students with personalization across students' time, place, pace, path, and goals for learning within their classes' learning objectives, assessments, and instructional activities. These findings provide a foundational framework for describing the ways in which blended learning can facilitate personalization.



College and Department

David O. McKay School of Education; Instructional Psychology and Technology



Date Submitted


Document Type





blended learning, individualized instruction, teacher education, elementary education, secondary education



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Education Commons