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

In the past few years, teacher education has faced an increase in student diversity, indicating the need for more responsive and personalized curricula. Many educational institutions address these needs by designing a flexible curriculum (Carlsen, Holmberg, Neghina, & Owusu-Boampong, 2016), so that the program can be adapted to individual capacities and needs (cf. Hill, 2006). Curricular flexibility often requires information and communications technology (ICT), which makes offering choices, alternatives, and variety in a program manageable and can bridge distance and time (Hill, 2006). This often results in a blended curriculum, which in this study is defined simply as a mix of digital and face-to-face (f2f) education (Gerbic, 2011)