ABSTRACT
An increase in K–12 blended teaching has caused various researchers and organizations to propose competencies for guiding blended teacher preparation and professional development. However, there is little research that seeks to connect such competencies to the practices of experienced K–12 blended teachers. This research analyzed a representative sample of 959 blended teaching artifacts as well as interviews with 20 blended teachers across K–12 contexts to connect the practices of experienced blended teachers to suggested blended teaching competencies. Researchers uncovered trends related to the prevalence of practices within four competency areas, strong examples of such practices, and potential areas for growth.
