Teaching the pre-service student teachers with a blended approach: experiences, benefits, challenges, and recommendations from students and teachers

This study examined the experiences of pre-service teachers (PSTs) with a blended learning (BL) approach in a physical education teacher education (PETE) basketball course, using a mixed-method design combining quantitative assessments and qualitative interviews. It also identified participants’ perceived benefits, challenges, and recommendations for improving this teaching approach. Thirty-four participants (32 PSTs and two course instructors) participated in a 13-week basketball course comprising face-to-face and online lessons. PSTs’ individual basketball skills were assessed. Surveys investigated PSTs’ perceived challenge, threat, competitiveness, internal control, and intrinsic motivation. Individual interviews were conducted with all participants. Survey data were analysed using within-subject t-tests, while interview transcripts were analysed using inductive methods to identify emergent themes. Results showed that the BL approach enhanced PSTs’ individual basketball skills, increased perceived competitiveness, and decreased perceived challenge by the end of the course. Participants perceived that BL could facilitate collaboration, deep cognitive engagement, and learning. However, online lessons hindered holistic learning and lacked clarity and engagement. Logistical issues and limited positive feedback from instructors were also identified as major challenges. Although this study did not compare different teaching approaches, the findings suggest that BL could be a promising approach in PETE to develop digital competencies and support innovative pedagogical strategies.