Abstract:

With the effect of technology and the pandemic, different approaches have begun to come to the fore in the understanding of education. Blended learning, which is one of these approaches, is known as the combination of distance education and face-to-face education with the support of educational technologies. It is becoming more widespread. Therefore teachers and prospective teachers are expected to be competent in blended learning. The aim of this study is to determine the views of social studies prospective teachers on blended learning. The data of this study, which was carried out in the basic qualitative research design, were obtained through semi-structured interviews. The data were analyzed inductively using the NVivo12 program. As a result of the research, it is seen that blended learning saves time and enables multidimensional learning. On the other hand, technological inadequacies and reduced socialization are seen as limitations of this approach. They state that there are many tools that can be used in this approach where the responsibilities of teachers and students increase. All of the participants say that they do not have sufficient knowledge about the application process and models of blended learning and they consider their undergraduate education insufficient in this regard. In line with the results of the study, it is recommended to include blended teaching practices in teacher education.

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