YU-PING HSUYang, Ya‐FeiYa‐FeiYang2026-04-202026-04-202026-04-0401418211https://www.scopus.com/record/display.uri?eid=2-s2.0-105034853645&origin=resultslisthttps://scholars.lib.ntu.edu.tw/handle/123456789/737321ABSTRACTHybrid teaching and blended learning have transformed traditional practices and challenged pre-service teachers' beliefs during professional socialisation. This study explores how they deliberately reflected on, interpreted, and reinterpreted their teaching practices in response to uncertainties, using the concept of teacher habitus. Drawing on qualitative interviews with participants in initial teacher education programmes, the findings highlight that teacher habitus has continuously developed to adapt to various uncertainties. The shift in logics of the field not only opened up alternative teaching practices both at the individual and collective levels but also caused a disconnection between habitus and the fields, representing the hysteresis effect. This article suggests that the hysteresis effect fosters individual reflection and the development of understanding and adaptive strategies, which may bridge the gap between evolving habitus and the shifting field of diverse learning approaches and contexts.falsehysteresisinitial teacher educationpost-pandemicteacher habitusjournal article10.1111/ejed.706182-s2.0-105034853645