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learning approach for teachers’ using blended learning approach for
preparation. teachers’ preparation
The mean readiness scores of The mean readiness scores of
participants towards using a blended stakeholders (teacher educators,
learning approach in teachers’ research scholars and pupil teachers),
preparation did not differ significantly towards using a blended learning
when compared on the basis of locale. approach in teachers’ preparation do
It may therefore be concluded that not differ significantly and found to
readiness of rural, urban and semi- be equally positive. They are ready
urban participants found to be equally to incorporate blended learning for
positive and all are ready to incorporate internship activities. This finding is
blended learning for internship activities. supported by Adas & Shmais (2011);
This finding has been supported by Alseweed (2013); Nordin & Alias (2013).
Adas & Shmais (2011); Alseweed (2013); Thus, the above description reflects
Nordin & Alias (2013). Thus, the above that using a blended learning approach
description reflects that using a blended may prove beneficial for teachers’
learning approach may prove beneficial preparation and experience have no
for teachers’ preparation and locality effect on its effectiveness.
has no effect on its effectiveness.
(Acknowledgement: Author is thankful to
To compare mean readiness scores ICSSR IMPRESS scheme for the financial
of teacher educators, research support for conducting this research study
scholars and pupil teachers towards successfully)

References
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74 Indian Journal of Educational Technology
Volume 3, Issue 2, July 2021