Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6850061 | Teaching and Teacher Education | 2018 | 14 Pages |
Abstract
- 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.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Herma Jonker, Virginie März, Joke Voogt,