Blended Language Learning in the Colombian Context: A Narrative Inquiry of Teacher Ownership of Curriculum Change

Autor/inn/en	Mendieta, Jenny; Barkhuizen, Gary
Titel	Blended Language Learning in the Colombian Context: A Narrative Inquiry of Teacher Ownership of Curriculum Change
Quelle	In: Computer Assisted Language Learning, 33 (2020) 3, S.176-196 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mendieta, Jenny) ORCID (Barkhuizen, Gary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2018.1553888
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Blended Learning; Teaching Methods; Curriculum Development; Educational Change; Language Teachers; Teacher Attitudes; Curriculum Implementation; College Faculty; Organizational Culture; Technology Integration; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Language teacher; Sprachunterricht; Lehrerverhalten; Fakultät; Unternehmenskultur; Kolumbien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01