Blended learning is the fastest growing teaching modality in North America and much of the world. However, research and training in blended learning are far outpaced by its usage. To remedy this gap, we developed a competency framework and Blended Teaching Readiness Instrument (BTRI) to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is to show that the blended teaching readiness model and accompanying BTRI are reliable for use with teacher candidates both before and after going through a blended teaching course. This knowledge would allow researchers and practitioners to have greater confidence in using the BTRI for future growth curve modeling for the identified blended teaching competencies. To accomplish this, we collected pre‐ and post‐data from teacher candidates across multiple semesters who were studying in a blended teaching course. Using confirmatory factor analysis, we determined the pre‐class survey results fell within the range of the four fit statistics cutoffs (RMSEA = 0.045, CFI = 0.933, TLI = 0.929 and SRMR = 0.043). And, the post‐class survey results had good fit as well (RMSEA = 0.044, CFI = 0.911, TLI = 0.905 and SRMR = 0.051). We also showed that the factor loadings and communalities were statistically significant. By testing the factors in this way, we make a case for the survey to be a valid and reliable instrument in assessing blended teacher competency. Additionally, we tested the model for measurement invariance and found that we could reliably use the BTRI for pre‐post growth modeling.

中文翻译：

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验证小学/中学职前教师的混合教学准备工具

混合学习是北美和世界大部分地区增长最快的教学方式。但是，混合学习的研究和培训远远超出了它的用途。为了弥补这一差距，我们开发了一个能力框架和混合教学准备工具（BTRI），以帮助教师和研究人员评估教师在混合环境中的准备情况。这项研究的目的是表明，混合教学准备模型和随附的BTRI在进行混合教学课程之前和之后均可可靠地用于教师候选人。这些知识将使研究人员和从业人员对使用BTRI进行未来增长曲线建模（确定的混合教学能力）有更大的信心。为此，我们收集了在混合教学课程中学习的多个学期的应聘教师的前后数据。使用验证性因素分析，我们确定了课前调查结果属于四个拟合统计截止值的范围（RMSEA = 0.045，CFI = 0.933，TLI = 0.929和SRMR = 0.043）。而且，课后调查结果也很合适（RMSEA = 0.044，CFI = 0.911，TLI = 0.905和SRMR = 0.051）。我们还表明，因素负荷和社区统计意义显着。通过以这种方式测试这些因素，我们为该调查提供了一个案例，使其成为评估混合型教师能力的有效且可靠的工具。另外，我们测试了模型的测量不变性，发现我们可以可靠地将BTRI用于增长前的建模。