using blended learning in teacher training programs: perspectives of iranian efl pre-service teachers

Teacher education has increasingly favoured blended learning. providing pre-service teachers with opportunities to work both online and in-person is an effective way to give this learning approach. using a quantitative research design, this paper explored pre-service teachers perspectives on blended learning in their training programs. this study examined pre-service teachers beliefs but did not examine what they actually accomplished in blended learning environments. instructors thought blended learning is efficient for receptive skills, but not productive ones. this study surveyed 30 pre-service teachers of english language teaching students in iran. to examine the participants’ attitudes regarding blended learning instruction, one questionnaire was used. the participants were english language teaching students who had just started teaching english in school. the questionnaire was provided to the participants online. the primary purpose of this research was to focus on the perspective of iranian efl pre-service teachers on the use of blended learning. the results revealed that pre-service teachers preferred blended learning. among pre-service teachers, online studies are considered a valuable tool, while face-to-face instruction is regarded as the primary medium, with online studies serving as a complement. according to the findings, in preservice teachers, online studies are considered a valuable tool and face-to-face instruction is considered the primary medium, with online studies serving as a complementary tool. the results may be more insightful if further research examines pre-service teachers perceptions of blended learning courses. the findings of this study have implications for pre-service teachers, and experienced teachers.