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Table 1 shows how Kate perceived her roles as a blended course activity system. In this study, each component is defined as follows: Subject refers to Kate and interns; Object refers to the purpose of the blended course, which focuses on interns professional roles and teaching practices in social studies; Tools refers to pedagogical strategies, classroom resources, and the course management system Angel; Community refers to people who share the same goals, rules, and roles. This course had online and face to face communities consisting of Kate and the interns; Rules refers to implicit and explicit expectations community members should follow; and Division of labor refers to Kates and the interns roles. After identifying these components, I connected these components to her four roles and described how Kate implemented these roles. Kates Perceptions of Her Pedagogical Roles. In the blended environment, Kate reported that her pedagogical roles were a modifying course structure, b integrating online and face to face activities, and c differentiating students learning styles. First, Kate perceived that she needed to be flexible on course content, scheduling, and activities according to her reflections and her students responses during the course. Kate said that when she planned to do a unit plan assignment she designed an online module session to replace a face to face session. Kate said that it was so dense that if Im lecturing through thesix parts to that assignmentin a room together people may or may not be interested in hearing me walk through this. After finishing the activities, she shared her reflections: I used the virtual environment to introduce that assignment and articulate the different components of the unit plan that then was supported by in class workshops. However, she found that intern teachers did not understand the online module clearly.


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