Enablers and barriers to developing competencies in a blended learning programme for specialist teachers in New Zealand

Abstract

The views of recent graduates of a blended learning programme for specialist teachers of children with learning and behaviour difficulties in New Zealand were investigated. Six focus group interviews examined factors that participants considered enabled them to develop programme competencies as well as those that acted as barriers to competency development. Results indicated that a range of factors had acted as barriers to or enablers of competency development. These focused on five overarching themes related to: course content, relevance, clarity and structure; support networks; managing time and stress; pre-requisite knowledge, skills, and experience; access to technology. The implications of these factors for the further development of blended learning programmes are identified.