[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597860-105":59,"doc-detail-597860-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","social-justice-or-status-quo-blended-learning-in-a-western-canadian-teacher-education-program","Social Justice or Status Quo? Blended Learning in a Western Canadian Teacher Education Program","","Sustainable pre-service teacher education is required to support academic success for under-represented populations through culturally responsive and alternative programming options. A Western Canadian University implemented a blended learning pilot in multicultural education within its Indigenous Focus Teacher Education Program to increase flexible participation for pre-service teachers employed full time as teacher assistants. Qualitative student interview analysis and LMS activity observations identify five themes guiding effective, culturally responsive blended design, and evaluate feasibility for Indigenous learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/social-justice-or-status-quo-blended-learning-in-a-western-canadian-teacher-education-program/597860/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/social-justice-or-status-quo-blended-learning-in-a-western-canadian-teacher-education-program/597860.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the research address in pre-service teacher education?","Question",{"text":112,"@type":113},"It addresses the need for sustainable teacher education that supports academic success for under-represented populations through culturally responsive and alternative program options.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the blended learning pilot implemented in the case study?",{"text":117,"@type":113},"In 2013, the university implemented a blended learning pilot course in multicultural education for an existing cohort within the Indigenous Focus Teacher Education Program (IFTEP), aiming to increase flexibility for students working full time as teacher assistants.",{"name":119,"@type":110,"acceptedAnswer":120},"What sources were used to evaluate the blended learning design?",{"text":121,"@type":113},"The study used qualitative analysis of student interview data and contrasted it with observations of activities on the learning management system (LMS).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597860,1792165542,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Social Justice or Status Quo? Blended Learning in a Western Canadian Teacher Education Program  \nJustice sociale ou statu quo ? L’apprentissage mixte dans un programme deformation d’enseignants dans l’Ouest canadien  \nKathy Snow, Faculty of Professional Studies, Cape Breton University  \nAbstract  \nSustainable pre-service teacher education is needed to encourage academic success for under-represented populations, through both culturally responsive and alternative programming options (Carr-Stewart, Balzer, & Cottrell, 2013) . In 2013, the Western Canadian University that served as the basis for this case study, implemented a blended learning pilot course in multicultural education for its existing cohort of pre-service teachers, within their Indigenous Focus Teacher Education Program (IFTEP) . The aim of the blended pilot was to increase flexibility in participation for the IFTEP students, who were all employed full time as teacher assistants within a local school board. The author examined the design model through qualitative analysis of student interview data, contrasted against observations of activities on the learning management system (LMS) . Five themes emerged as important in effective and culturally responsive practice for blended learning design, in this case related to: institutional challenges, student autonomy and the complexity of commitments. This research presents a critical review of the feasibility of adopting blended learning for Indigenous students.  \nRésumé  \nAfin de favoriser la réussite scolaire des populations sous-représentées, il est nécessaire que la formation initiale des enseignants soit durable, et ce, par l’entremise d’options de programmes à la fois culturellement sensibles et alternatives (Carr-Stewart, Balzer et Cottrell, 2013) . En 2013, l’université de l’Ouest canadien qui a servi de base pour la présente étude de casa mis en œuvre un cours pilote en apprentissage mixte portant sur l’éducation multiculturelle pour la cohorte existante d’enseignants en formation initiale au sein de son programme deformation des enseignants axé sur les Premières Nations (IFTEP) . Ce pilote mixte avait pour objectif d’augmenter la flexibilité de la participation des étudiants de l’IFTEP, qui étaient tous employés à temps plein comme aides-enseignants au sein d’un conseil scolaire local. L’auteur aexaminé le modèle de conception à la lumière d’une analyse quantitative des données tirées d’entrevues d’étudiants, mises en contraste avec des observations d’activités portant sur le  \nsystème de gestion de l’apprentissage (SGA) . Cinq thèmes sont apparus importants pour unepratique efficace et culturellement sensible de la conception en apprentissage mixte, liés aux défis de l’établissement, à l’autonomie étudiante et à la complexité des engagements. Cette étude présente un examen critique de la faisabilité d’adopter l’apprentissage mixte pour les élèves autochtones.  \nIntroduction  \nSince the 1970s, Canadian higher educational systems have adopted structural and policy based changes to improve access to post-secondary education for non-traditional students (Malatest and Associates, 2004) . Transition or access programs were one of the most common program development alternatives, created to offer more flexible pathways for higher education entry. Transition programs were designed to assist students ’ adaptation into mainstream programs, while access programs focused on changing the parameters for participation in mainstream programs by offering alternative entry expectations. Both of these program designs have been criticised as being paternalistic in their approach to mitigating perceived student deficits, without really considering alternative forms of practice (Munro, 2012) . In other words, they bend the rules of the institution to increase participation, rather than changing how the institution meets the needs of non-traditional learners after they are enrolled. As educators worldwide increasingly adopt online en","cbCaierfoaK9BYg2","https://ap.wps.com/l/cbCaierfoaK9BYg2","pdf",735121,17,"English","# Abstract\n## Introduction\n## Background","[{\"question\":\"What problem does the research address in pre-service teacher education?\",\"answer\":\"It addresses the need for sustainable teacher education that supports academic success for under-represented populations through culturally responsive and alternative program options.\"},{\"question\":\"How was the blended learning pilot implemented in the case study?\",\"answer\":\"In 2013, the university implemented a blended learning pilot course in multicultural education for an existing cohort within the Indigenous Focus Teacher Education Program (IFTEP), aiming to increase flexibility for students working full time as teacher assistants.\"},{\"question\":\"What sources were used to evaluate the blended learning design?\",\"answer\":\"The study used qualitative analysis of student interview data and contrasted it with observations of activities on the learning management system (LMS).\"}]","Social Justice or Status Quo? Blended Learning in a Western Canadian Teacher Education Program | PDF",1792085842,43]