Miscibility in blended approaches to PETE practice

In this paper, we discuss findings from a collaborative self-study conducted on enacting blended approach (i.e. consisting of online and in-person components) to Physical Education Teacher (PETE) course. Data consisted reflective journals recorded conversations. We examine assumptions about the structure, content, pedagogies “blended” approaches using metaphor miscibility, where liquids mix form homogeneous solution. The PETE course was not conceptualized or enacted in way that made it miscible immiscible), components were viewed as separate entities. This meant there missed opportunities offer formative experiences one format shape other. Following pandemic will be important consider strengths both formats so students experience ways can benefit