Negotiating Teacher Educators' Beliefs about Blended Learning: Using Stimulated Recall to Explore Design Choices

Autor/inn/en	Bruggeman, Bram; Hidding, Kyra; Struyven, Katrien; Pynoo, Bram; Garone, Anja; Tondeur, Jo
Titel	Negotiating Teacher Educators' Beliefs about Blended Learning: Using Stimulated Recall to Explore Design Choices
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 2, S.98-112 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098 (Discontinued)
Schlagwörter	Teacher Attitudes; Blended Learning; Teaching Methods; Recall (Psychology); Research Methodology; Foreign Countries; College Faculty; Teaching Experience; Belgium + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Abberufung; Research method; Forschungsmethode; Ausland; Fakultät; Belgien
Abstract	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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01