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Blended language learning in the Colombian context: a narrative inquiry of teacher ownership of curriculum change

机译：哥伦比亚语境中的混合语言学习：课程变革教师所有权的叙述查询

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摘要

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.
机译：这次叙事调查通过审查混合学习计划在哥伦比亚第三大学机构中投入行动，探讨了教师所有权。特别是，该研究旨在审查两种英语教师的经验，因为他们努力努力并管理他们参与实施混合学习课程所带来的变化。数据收集方法包括课堂观察的叙述访谈和现场票据。调查结果表明，切换到混合学习是一个复杂的企业，超越“混合权利”，随着多个个人和制度因素来塑造教师的实现经验。根据他们愿望，信仰和行动与影响他人的影响和组织文化的期望保持一致的程度，教师可以发现更多或更少难以执行稳定的专业身份和发展他们的实践所有权。本研究突出了考虑张力可以管理和用作反思机会的重要性来帮助教师和改变领导者更有效地实施BL程序的重要性。

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