The Changing Roles of Educators Series: The Blended Teacher

posted on March 31, 2017

This study, the second in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on teachers implementing elements of blended learning in their classrooms. The aim of this study is to understand better the ways in which teachers practicing blended learning think about their work with students and colleagues, the mindsets they adopt when implementing change within their settings, and the benefits they anticipate by applying blended practices in their classrooms. Interviews and focus group responses were characterized by:

  • A level of comfort with risk and flexibility with regard to professional growth. Teachers felt that being willing to take risks and learning from mistakes were integral to the development of their practice.
  • A focus on personalized instruction and attention for students. Being able to provide more individualized experiences for students as a result of more streamlined classroom practices is very important to this group of teachers.
  • An emphasis on leadership that is supportive of change, allowing for the evolution of classroom practices. The teachers voiced the need for trusting leadership, either formal or informal, to help create a positive environment that granted them the ability to do things differently.
  • A desire for applicable professional learning helps teachers continue to improve and refine their practice. It is important to ensure that professional learning consists of valuable resources, effective collaboration, and specific objectives.

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