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ERIC Number: EJ1251221
Record Type: Journal
Publication Date: 2020
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0958-8221
Blended Language Learning in the Colombian Context: A Narrative Inquiry of Teacher Ownership of Curriculum Change
Mendieta, Jenny; Barkhuizen, Gary
Computer Assisted Language Learning, v33 n3 p176-196 2020
This narrative inquiry explores teacher ownership of curriculum change by examining how a blended learning program was put into action in a Colombian tertiary institution. In particular, the study aimed to examine the experiences of two English language teachers as they grappled with and managed the changes brought about by their involvement in the implementation of a blended learning curriculum. Data collection methods included narrative interviews and field notes from classroom observation. Findings indicate that switching to blended learning is a complex enterprise that goes beyond 'getting the mix right', as multiple individual and institutional factors come to shape teachers' implementation experiences. Depending on the extent to which their aspirations, beliefs and actions are aligned to the expectations of influential others and the culture of the organization, teachers can find it more or less difficult to perform stable professional identities and develop ownership of their practice. This study highlights the importance of considering ways in which tensions can be both managed and used as reflective opportunities to help teachers and change leaders implement BL programs more effectively.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia
Grant or Contract Numbers: N/A