Challenges and Responses: A Complex Dynamic Systems Approach to Exploring Language Teacher Agency in A Blended Classroom

Autor/inn/en	Qi, Grace Yue; Wang, Yuping
Titel	Challenges and Responses: A Complex Dynamic Systems Approach to Exploring Language Teacher Agency in A Blended Classroom
Quelle	In: JALT CALL Journal, 18 (2022) 1, S.54-82 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Qi, Grace Yue) ORCID (Wang, Yuping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-4215
Schlagwörter	Systems Approach; Blended Learning; Teaching Methods; Integrated Learning Systems; Teacher Student Relationship; Computer Mediated Communication; Chinese; Language Teachers; Second Language Learning; Second Language Instruction; Comparative Analysis; Synchronous Communication; Professional Autonomy; College Faculty; Undergraduate Students; Foreign Countries; Teacher Attitudes; Technological Literacy; Pedagogical Content Knowledge; Andragogy; Barriers; Australia + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Computerkonferenz; China; Chinesen; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Berufsfreiheit; Fakultät; Ausland; Lehrerverhalten; Technisches Wissen; Pädagogische Kompetenz; Andragogics; Andragogik; Australien
Abstract	This is a qualitative examination of how a Chinese language teacher responded to challenges and developed her agency in a unique teaching and learning environment, termed as the blended classroom. The uniqueness of this classroom lies in its attendance by two cohorts of students at the same time -- a face-to-face and an online group. The online group joined the face-to-face group and the teacher via a synchronous online classroom called Blackboard Collaborate. Through analysing data from the teacher's reflection, face-to-face and email interviews and the recordings of her blended class, this research unfolds a semester-long trajectory of her agency development in the blended classroom. Guided by the Complex Dynamic Systems Theory (CDST), we conclude that teacher agency is a system composed of multi-layers of subsystems and it is a product of the constant interaction amongst these interconnected and interdependent subsystems, with certain subsystems playing a more dominant role than others at a given stage of one's agency development. This finding led to our proposal of a framework of teacher agency system. This research advances our understanding of teacher agency as a system in the context of online and blended learning. (As Provided).
Anmerkungen	JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: http://journal.jaltcall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01