Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher Education

This study investigates a post-COVID-19 curricular change in the blended learning (BL) academic timetable of teacher education college where, pre-COVID-19, most courses were taught face-to-face (F2F) on campus. At present, meetings are F2F for three weeks, followed by week remote learning, combining synchronous and asynchronous pedagogies. explores these two aspects online component considerations their implementation. In mixed-method approach, data collected using closed questionnaire focus groups involving 76 lecturers 553 students altogether. Of wide range pedagogies identified, highest success rating was accorded to frontal lectures via Zoom integrating MOOCs, YouTube, Podcasts lecturers. Moreover, compared lecturers, rated self-directed considerably higher. Qualitative analysis revealed that slated module frequently negotiated between teachers. Findings suggest structural curriculum could be first step rethinking arena. The next should narrowing gap lecturers’ students’ perceptions regarding various