A blended teacher workshop: teachers’ didactic beliefs reshaped while learning together

Abstract

This thesis explored teachers’ beliefs regarding EFL didactics, based on their experiences and knowledge within a hybrid learning environment. The study was framed within the qualitative paradigm and applied semi-structured interviews and discussions to answer the research question: What do English teachers’ beliefs portray about EFL didactics when partaking in professional development sessions on hybrid learning? Six EFL teachers from a private school in Bogotá participated in an eight-session course meant to prepare teachers in the digital technology use for EFL hybrid learning, while elaborating and reelaborating their beliefs. Theoretical constructs spring from the sociocultural macrotheory. This eight-session course was part of the pedagogical intervention performed for this thesis. Data were analyzed using an iterative approach, supported by color coding. Findings suggest that teachers’ beliefs and roles were reshaped while attending the eight-session course. Although data collected showed a wide spectrum of answers from the teachers, they were connected in their desire to teach English in different or alternative manners to benefit students as an active learner in his or her own education.