Teachers’ Perceptions of Their Roles in Blended Learning Environments

Schools are widely implementing blended learning, defined as a combination of face to face instruction and computer-assisted instruction, to increase student achievement. Given that the computer is taking on a component of instruction, there is some evidence that the role of the teacher is changing. The purpose of this study is to understand the perceptions of primary teachers about their role and possible role change in a blended learning environment. A qualitative study using transcendental phenomenology was conducted among a group of primary teachers who teach reading and math in grades K-4. Role theory was applied to illuminate whether the role of teachers has changed and whether the role was more or less intense. The findings of the study show that teacher roles are indeed changing in a blended learning environment. Teachers are using student learning data differently to target their instruction, creating new ways to motivate students as independent learners engaged in computer-based learning, and planning their lessons differently. The findings of this study did not show role de-intensification, given that teachers are doing more and new work with the new information about students and their learning from the software. The results of this study can be used to inform the construction of pre-service teacher training, as well as teacher professional development in schools so that teachers have the tools they need to be successful in this new type of classroom. Keywords: blended learning, teacher role, primary teachers, role intensificatio