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@article{189404,
        author = {Dr. Prashant B. Pagare},
        title = {Development of a Blended Learning Training Program for Professional Development of Teacher Educators in Aurangabad District},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {7},
        pages = {5592-5595},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=189404},
        abstract = {The expansion of the information society has substantially increased the importance of Information and Communication Technologies (ICT) in education, particularly in teacher education and postgraduate programs. Although fully online learning offers flexibility, it often lacks adequate face-to-face interaction, which may limit learner engagement and pedagogical effectiveness. In this context, blended learning an instructional approach that integrates online and face-to-face modes has emerged as an effective alternative for professional development.
The present study aimed to design, implement, and evaluate a blended learning training program for the professional development of teacher educators in Aurangabad District, Maharashtra, India. A quasi-experimental pre-test–post-test design was adopted using purposive sampling. A total of 150 teacher educators participated in the pre-test, of whom 75 were assigned to the experimental group and received a four-week blended learning training intervention, while the remaining 75 constituted the control group. Data were collected using a validated questionnaire, observation schedules, and standardized pre- and post-tests.
The results indicated statistically significant improvements in ICT competence, instructional design competence, and confidence in blended learning implementation among the experimental group (p < 0.01), whereas no significant change was observed in the control group. The study proposes a plagiarism-safe and replicable model for in-service teacher training aligned with the objectives of the National Education Policy (NEP) 2020 and provides practical implications for policymakers, teacher education institutions, and researchers},
        keywords = {Blended learning training program; teacher professional development; ICT competence; instructional design competence; NEP 2020},
        month = {December},
        }