CONFERENCE PAPER presented at Association for Teacher Education Europe (ATEE, Utrecht).

Blended learning can be defined as learning that happens in an instructional context which is characterized by a deliberate combination of online and classroom-based interventions to instigate and support learning (Boelens, et al., 2015). Therefore, a shift is needed to re-think and re-structure pre-service training from a policy point of view. The purpose of our study is to provide a Quickscan to measure and guide governance for blended learning in teacher training institutions. The items of this instrument were developed based on a literature review. A first version of the Quickscan was reviewed by different stakeholders (e.g., teacher trainers, ICT-coordinators and researchers). The assessment focused on identifying relevant items grouped in four different categories: 1) Vision, 2) Leadership, 3) Expertise, and 4) (online) Learning environment. The output was used for a case study exploring the policies in four teacher training institutions in Flanders. During the ATEE session, the development of the instrument was presented, together with the main findings of the case study.

https://www.academia.edu/35948696/Governance_for_Blended_Learning_in_Teacher_Education