Teacher educators' professional identity under construction: The transition from teaching face-to-face to a blended curriculum

- A change in educational context affected teacher educators' professional identity.
- Four positions emerged as responses to a change from f2f to blended teaching.
- Coping positions reflected acceptance or avoidance of the blended curriculum.
- Within each position teachers used specific knowledge to create a blended course.
- Coping was affected by task perceptions and beliefs about blended education.