•A change in educational context affected teacher educators' professional identity.•Four positions emerged as responses to a change from f2f to blended teaching.•Coping positions reflected acceptance or avoidance of the blended curriculum.•Within each position teachers used specific knowledge to create a blended course.•Coping was affected by task perceptions and beliefs about blended education.
Teaching and Teacher Education – Elsevier
Published: Apr 1, 2018
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