فاعلية فرق التعلم المدمج المرن في تنمية ممارسات تدريس العلوم وفق نموذج "tpack" والتقبل التكنولوجي لدى الطلاب المعلمين
The study aimed to investigate the effectiveness of employing flex blended learning teams on science teaching practices according to (TPACK) framework and the technology acceptance among student teachers. The study tools comprised of an observation schedule of (TPACK) teaching practices and technology acceptance scale. The study sample consisted of two experimental groups and a control group. Each group consisted of 30 fourth-year students specialized in science, at the Primary Education Division of the Faculty of Education, Beni-Suef University. The first treatment group studied the proposed technological applications through flex blended learning teams, and the students in the second experimental group studied the same applications individually through flex blended learning. On the other hand, the control group studied these applications in the classroom. The data was statistically treated using the “One Way ANOVA”, the post-comparisons test, the “Turkey's” test, Eta square equation (η2), and Blake Modified Gain Ratio. The statistical treatments showed the effectiveness of the flex blended learning teams in developing science teaching practices according to the (TPACK) framework, and technology acceptance among student teachers. The findings also showed a strong positive correlation between science teaching practices according to the (TPACK) framework and technology acceptance among student teachers. Based on the findings, some recommendations and future studies were suggested. (Published abstract)