Teachers’ beliefs about education influence practice and vice versa. Teacher educators should be particularly attuned to the association between educational beliefs and practice. Teachers’ beliefs about education have been widely studied, but investigating how a team of teacher educators put a shared vision on blended learning into practice is less researched. Blended learning practices are subject to the four design aspects of incorporating flexibility, stimulating interaction, facilitating the learning process, and creating an affective learning climate. This qualitative study investigates a team of experienced blended learning teacher educators from two perspectives: their beliefs about blended learning, and how these beliefs are realised in practice. Seventeen screencast stimulated recall interviews revealed: (1) teacher educators express evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction, and (2) how these beliefs are realised in practice by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences. Furthermore, as a result of the association between beliefs about blended learning and practice, the areas of refining student feedback, improving online structure and increasing interaction in online learning materials emerged for professional growth. Finally, recommendations are made for blended learning practitioners and teacher educators.Implications for practice or policy:Teacher educators hold evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction.Deep and meaningful blended learning is promoted by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences.Areas for professional growth are refining student feedback, improving online structure and increasing interaction in online learning materials.

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协商教师教育者关于混合学习的信念：使用刺激回忆探索设计选择

教师对教育的信念影响实践，反之亦然。教师教育者应该特别注意教育信念和实践之间的联系。教师对教育的信念已被广泛研究，但对教师教育者团队如何将混合学习的共同愿景付诸实践的研究较少。混合式学习实践受制于四个设计方面，即结合灵活性、激发互动、促进学习过程和创造情感学习氛围。这项定性研究从两个角度调查了一组经验丰富的混合学习教师教育工作者：他们对混合学习的信念，以及这些信念如何在实践中实现。十七个截屏视频刺激回忆访谈显示：(1) 教师教育者表达了关于深度和有意义的混合学习的评价性信念，以及关于在线灵活性和面对面互动的描述性信念，以及 (2) 这些信念如何通过灵活的在线学习过程促进、深刻的面对面交流在实践中实现。面对面的互动，并提供真实的学习体验。此外，由于混合式学习和实践的信念之间的关联，改进学生反馈、改进在线结构和增加在线学习材料互动等领域出现了，以促进专业发展。最后，对混合学习从业者和教师教育者提出建议。对实践或政策的启示：