Blended Learning can be defined as learning that happens in an instructional context which is characterized by a deliberate combination of online and classroom-based interventions to instigate and support learning (Boelens, et al., 2015). This combination means that students experience the flexibility of online education - students learn at their preferred time, location and pace - supplemented by the social contacts of face-to-face-education (Alkis & Temizel, 2018). The adoption of blended learning (BL) is increasing in higher education around the world but has started in many places as a grass-roots effort rather than promoted as a strategic institutional initiative (Blieck, et al., 2017). The question remains whether teacher educators feel ready to introduce blended learning in their educational practice. Therefore, this study aims at investigating profiles of teacher educators in order to explore their readiness towards blended learning (cf. Scherer, Siddiq, & Baran, 2017). Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward blended learning (in education), their ICT self-efficacy to design a blended learning environment, and the support they perceive from their teacher training institution. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch-speaking part of Belgium, and submitted to cluster analysis. Preliminary analyses (authors, 2018) showed that there were significant differences between teacher trainers depending on their type of teacher training institute. Moreover, the scores on governance – and in particular governance for BL – and strategies to integrate ICT were quite low. Based on the clusters emerging from this study, guidelines may be developed for teacher training institutions on how to adapt their policies to support their teacher educators. During the session, we will present a tool to develop the governance of teacher training institution for blended learning, including the professional development of the team.

Alkış, N., & Temizel, T. T. (2018). The Impact of Motivation and Personality on Academic Performance in Online and Blended Learning Environments. Journal of Educational Technology & Society, 21(3), 35-47. Blieck, et al. (2017). Validation of a conceptual quality framework for online and BL with success factors and indicators in adult education: a qualitative study. TOJET, 16(3), 162-182. Boelens, et al. (2015). BL in adult education: towards a definition of BL. Retrieved from www.iwt- alo.be/publications (Deliverables; 2015) Pynoo, B., Tondeur, J., Thys, A., & Janssens, J. (2018). Towards Governance for Blended Learning in Pre-Service Training. Proceedings of INTED2018 Conference, 7166-7173 Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers' ICT profiles: Mind the gap. Australasian Journal of Educational Technology, 33(3), 46-60.