Preservice Elementary Teacher Readiness to Teach Using Inquiry After a Blended Science Content and Methods Course

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Mixed methods analysis shows improved teacher readiness with blended learning, highlighting factors predictive of success.

A significant improvement in teacher readiness to use inquiry-based learning was observed post-intervention.
Regression analysis found that certain teaching factors obtained during confirmatory factor analysis predicted each other, while others did not.
Qualitative data revealed insights into the reasons for the improvement in teacher readiness following the blended learning course.
These findings inform targeted recommendations for teacher training and suggest areas for future research in educational methods.

Mataka et al. (2025) studied this question.

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