Teacher educators' professional identity: Transition from teaching in a f2f to a blended curriculum
(2017) European Association for Practitioner Research on Improving Learning (EAPRIL) — Location: Hämeenlinna, Finland (29.November.2017)
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- Abstract
- This study aims to explore how teacher educators experience the transition from teaching in a face-to-face to a blended curriculum with a substantial amount of digital components. Specifically, the paper addresses teacher educators’ professional identity, which we conceptualized in terms of daily routines, knowledge and skills, and beliefs. A qualitative single case study within one teacher team of a Teacher Training College (n = 13 teacher educators) was conducted, using a questionnaire and subsequent semi-structured interviews. Data analysis took place through interpretative coding by means of a coding framework, followed by a within-case and cross-case analysis. The findings show four different positions towards the blended curriculum, reflecting either active or passive acceptance, or active or passive avoidance. Furthermore, the study reveals how each positioning towards the blended curriculum reform can be explained by a specific pattern in teacher educators’ professional identity. Based on these patterns, recommendations for practice are given.
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Jonker, H., März, V., & Voogt, J. (2017). Teacher educators’ professional identity: Transition from teaching in a f2f to a blended curriculum. European Association for Practitioner Research on Improving Learning (EAPRIL), Hämeenlinna, Finland. https://hdl.handle.net/2078.5/220042