dc.contributor.author |
Mendieta, Jenny |
|
dc.contributor.author |
Barkhuizen, Gary |
|
dc.date.accessioned |
2022-05-17T04:19:44Z |
|
dc.date.available |
2022-05-17T04:19:44Z |
|
dc.date.issued |
2019-06-26 |
|
dc.identifier.citation |
(2019). Computer Assisted Language Learning: an international journal, 33(3), 1-21. |
|
dc.identifier.issn |
0958-8221 |
|
dc.identifier.uri |
https://hdl.handle.net/2292/59301 |
|
dc.description.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. |
|
dc.language |
en |
|
dc.publisher |
Informa UK Limited |
|
dc.relation.ispartofseries |
Computer Assisted Language Learning |
|
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
|
dc.subject |
Clinical Research |
|
dc.subject |
Social Sciences |
|
dc.subject |
Education & Educational Research |
|
dc.subject |
Linguistics |
|
dc.subject |
Language & Linguistics |
|
dc.subject |
Blended learning |
|
dc.subject |
teacher ownership |
|
dc.subject |
curriculum change |
|
dc.subject |
DISTANCE |
|
dc.subject |
ONLINE |
|
dc.subject |
CLASSROOM |
|
dc.subject |
ROLES |
|
dc.subject |
1302 Curriculum and Pedagogy |
|
dc.subject |
1303 Specialist Studies in Education |
|
dc.subject |
2004 Linguistics |
|
dc.title |
Blended language learning in the Colombian context: a narrative inquiry of teacher ownership of curriculum change |
|
dc.type |
Journal Article |
|
dc.identifier.doi |
10.1080/09588221.2018.1553888 |
|
pubs.issue |
3 |
|
pubs.begin-page |
1 |
|
pubs.volume |
33 |
|
dc.date.updated |
2022-04-07T22:08:25Z |
|
dc.rights.holder |
Copyright: The author |
en |
pubs.author-url |
http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000526447900002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e41486220adb198d0efde5a3b153e7d |
|
pubs.end-page |
21 |
|
pubs.publication-status |
Published |
|
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
|
pubs.subtype |
Journal |
|
pubs.elements-id |
776285 |
|
pubs.org-id |
Libraries & Learning Services |
|
pubs.org-id |
Arts |
|
pubs.org-id |
Cultures, Languages & Linguist |
|
pubs.org-id |
App Lang Studies & Linguistics |
|
pubs.org-id |
Learning and Teaching Mgmt |
|
pubs.org-id |
Learning and Teaching Development |
|
dc.identifier.eissn |
1744-3210 |
|
pubs.record-created-at-source-date |
2022-04-08 |
|
pubs.online-publication-date |
2019-06-26 |
|