Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom

• Main Authors: Qi, G.Y (Author), Wang, Y. (Author)
• Format: Article
• Language: English
• Published: JALT CALL SIG 2022
• Subjects: blended classroom; blended learning; Complex Dynamic Systems Theory (CDST); language teaching; teacher agency
• Online Access: View Fulltext in Publisher

 This is a qualitative examination of how a Chinese language teacher responded to challenges and developed her agency in a unique teaching and learning environment, termed as the blended classroom. The uniqueness of this classroom lies in its attendance by two cohorts of students at the same time – a face-toface and an online group. The online group joined the face-to-face group and the teacher via a synchronous online classroom called Blackboard Collaborate. Through analysing data from the teacher’s reflection, face-to-face and email interviews and the recordings of her blended class, this research unfolds a semester-long trajectory of her agency development in the blended classroom. Guided by the Complex Dynamic Systems Theory (CDST), we conclude that teacher agency is a system composed of multi-layers of subsystems and it is a product of the constant interaction amongst these interconnected and interdependent subsystems, with certain subsystems playing a more dominant role than others at a given stage of one’s agency development. This finding led to our proposal of a framework of teacher agency system. This research advances our understanding of teacher agency as a system in the context of online and blended learning. © 2022. Grace Yue Qi & Yuping Wang