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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 25 Sep 2020, available online:  https://www.tandfonline.com/doi/full/10.1080/0309877X.2020.1806214

    Accepted author manuscript, 338 KB, PDF document

    Embargo ends: 25/03/22

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Navigating blended learning, negotiating professional identities

Research output: Contribution to journalJournal articlepeer-review

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Navigating blended learning, negotiating professional identities. / Howard, N.-J.

In: Journal of Further and Higher Education, Vol. 45, No. 5, 30.06.2021, p. 654-671.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Howard, N-J 2021, 'Navigating blended learning, negotiating professional identities', Journal of Further and Higher Education, vol. 45, no. 5, pp. 654-671. https://doi.org/10.1080/0309877X.2020.1806214

APA

Howard, N-J. (2021). Navigating blended learning, negotiating professional identities. Journal of Further and Higher Education, 45(5), 654-671. https://doi.org/10.1080/0309877X.2020.1806214

Vancouver

Howard N-J. Navigating blended learning, negotiating professional identities. Journal of Further and Higher Education. 2021 Jun 30;45(5):654-671. https://doi.org/10.1080/0309877X.2020.1806214

Author

Howard, N.-J. / Navigating blended learning, negotiating professional identities. In: Journal of Further and Higher Education. 2021 ; Vol. 45, No. 5. pp. 654-671.

Bibtex

@article{59854cb88c8b4b6eb14772d0f6da673d,
title = "Navigating blended learning, negotiating professional identities",
abstract = "In response to the rapid development of educational technology and the desire to offer flexible learning opportunities, the implementation of blended learning is a burgeoning trend in contemporary higher education. However, limited research has been conducted into the professional identities of faculty members as they navigate this considerable shift in pedagogical practice. Through a qualitative, interpretivist approach, in-depth semi-structured interviews are utilised to elicit the subjective experiences and beliefs of a cohort of expatriate lecturers in the pilot stage of a blended learning initiative in a Middle East higher education institution. Applying the lens of positioning theory to analyse the subject positions both constituted and rejected by the participants, and subsequent to a thematic analysis of respondent narratives, five inductive themes of professional identity are presented. Contributing to the contemporary discourse of teacher professional identity, the findings reveal significant complexities and uncertainties facing educators in hybrid delivery modes which trigger misalignment with established pedagogical beliefs and invoke disruptions to professional personas. The paper concludes by comparing the findings with relevant, extant studies and addressing implications for policymakers implementing future-blended models. {\textcopyright} 2020 UCU.",
keywords = "blended learning, higher education, positioning theory, subject positions, Teacher professional identity",
author = "N.-J. Howard",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 25 Sep 2020, available online:  https://www.tandfonline.com/doi/full/10.1080/0309877X.2020.1806214",
year = "2021",
month = jun,
day = "30",
doi = "10.1080/0309877X.2020.1806214",
language = "English",
volume = "45",
pages = "654--671",
journal = "Journal of Further and Higher Education",
issn = "0309-877X",
publisher = "Routledge",
number = "5",

}

RIS

TY - JOUR

T1 - Navigating blended learning, negotiating professional identities

AU - Howard, N.-J.

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 25 Sep 2020, available online:  https://www.tandfonline.com/doi/full/10.1080/0309877X.2020.1806214

PY - 2021/6/30

Y1 - 2021/6/30

N2 - In response to the rapid development of educational technology and the desire to offer flexible learning opportunities, the implementation of blended learning is a burgeoning trend in contemporary higher education. However, limited research has been conducted into the professional identities of faculty members as they navigate this considerable shift in pedagogical practice. Through a qualitative, interpretivist approach, in-depth semi-structured interviews are utilised to elicit the subjective experiences and beliefs of a cohort of expatriate lecturers in the pilot stage of a blended learning initiative in a Middle East higher education institution. Applying the lens of positioning theory to analyse the subject positions both constituted and rejected by the participants, and subsequent to a thematic analysis of respondent narratives, five inductive themes of professional identity are presented. Contributing to the contemporary discourse of teacher professional identity, the findings reveal significant complexities and uncertainties facing educators in hybrid delivery modes which trigger misalignment with established pedagogical beliefs and invoke disruptions to professional personas. The paper concludes by comparing the findings with relevant, extant studies and addressing implications for policymakers implementing future-blended models. © 2020 UCU.

AB - In response to the rapid development of educational technology and the desire to offer flexible learning opportunities, the implementation of blended learning is a burgeoning trend in contemporary higher education. However, limited research has been conducted into the professional identities of faculty members as they navigate this considerable shift in pedagogical practice. Through a qualitative, interpretivist approach, in-depth semi-structured interviews are utilised to elicit the subjective experiences and beliefs of a cohort of expatriate lecturers in the pilot stage of a blended learning initiative in a Middle East higher education institution. Applying the lens of positioning theory to analyse the subject positions both constituted and rejected by the participants, and subsequent to a thematic analysis of respondent narratives, five inductive themes of professional identity are presented. Contributing to the contemporary discourse of teacher professional identity, the findings reveal significant complexities and uncertainties facing educators in hybrid delivery modes which trigger misalignment with established pedagogical beliefs and invoke disruptions to professional personas. The paper concludes by comparing the findings with relevant, extant studies and addressing implications for policymakers implementing future-blended models. © 2020 UCU.

KW - blended learning

KW - higher education

KW - positioning theory

KW - subject positions

KW - Teacher professional identity

U2 - 10.1080/0309877X.2020.1806214

DO - 10.1080/0309877X.2020.1806214

M3 - Journal article

VL - 45

SP - 654

EP - 671

JO - Journal of Further and Higher Education

JF - Journal of Further and Higher Education

SN - 0309-877X

IS - 5

ER -