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

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.

Keywords:

• Blended learning
• teacher ownership
• curriculum change

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Jenny Mendieta

Jenny Mendieta completed her PhD in Applied Linguistics at the University of Auckland, New Zealand. She has worked in language education in primary, high school and tertiary contexts in Colombia, the United States and New Zealand. Her research interests are in the areas of curriculum innovation, blended learning, academic writing, and language teacher development.

Gary Barkhuizen

Gary Barkhuizen is professor of applied linguistics in the School of Cultures, Languages and Linguistics at the University of Auckland, New Zealand, and research fellow at the University of the Free State, South Africa. His research and teaching interests are in the areas of language teacher education, teacher identity, and narrative research methodologies.