Hybrid learning environments for professional development in teacher education: university of calabar, nigeria as a case study

Abstract

The influence of hybrid learning environments on professional development in teacher education was the focus of this paper.  It also examined how professionalism in teaching relates with reflective teaching.  In this paper, hybrid learning environments was defined as educational model that utilizes the benefits of both on-line and on-campus learning.   All the lecturers (742) and students (2,046) of the three Faculties of Education, University of Calabar constituted the population of the study (2,788) from where a sample size of 500 (140 lecturers and 360 students) was selected.  Multiple sampling methods were adopted in selecting the sample, including stratified, simple random and purposive sampling methods.  A 15-item researcher made questionnaire was used to elicit data from respondents.  It was a survey research study and descriptive statistics (frequency counts, weighted means, standard deviation and percentages were adopted for data analysis.   A mean score of 2.00 formed the significant/acceptance level.  It was found that hybrid learning environments are models of professional development in teacher education especially in the post COVID-19 pandemic.   It also found that professionalism in teaching relates positively with reflective teaching.  It was recommended that more learning and teaching opportunities should be created by universities and colleges for flexibility in instructional options and that continual deepening of knowledge and skills should be encouraged.