Competency-Based Preparation of Future Teachers for Blended Learning

Abstract

This article examines the competency-based preparation of future teachers for blended learning, with a particular focus on digital-pedagogical competencies, assessment practices, and curriculum design principles. Drawing on internationally recognised frameworks such as TPACK, DigCompEdu, and the ISTE Standards for Educators, the paper highlights the essential knowledge and skills required for effective teaching across physical and virtual environments. The study emphasises the role of authentic, reliable, and valid assessment tools—such as digital portfolios, performance tasks, and reflective practices—in supporting professional growth. Special attention is given to the context of Kazakhstan, where ongoing digitalisation and educational reforms demand more practice-oriented and transparent approaches to teacher preparation. The article argues that competency-based curriculum design, grounded in alignment, integration, and practice orientation, provides a coherent foundation for developing teachers’ readiness for blended learning. Overall, the findings suggest that a systematic competency-oriented model can help teacher education institutions prepare graduates who are adaptable, confident, and capable of navigating diverse learning contexts.