by Ziran Tian
ABSTRACT
This study explores teaching practices and teacher agency in blended English instruction through the combined lens of sociocultural theory and scientific culture. Drawing on Vygotsky’s sociocultural framework and the ecological model of agency, teacher agency is conceptualized as a context-dependent and dynamic process shaped by historical experiences, institutional environments, and the cultural discourse of technology, particularly within the broader paradigm of scientific culture, which mediates technological adoption and pedagogical innovation. Through two case studies of Chinese English teachers in university and high school settings, the research investigates how educators navigate the challenges of integrating online and offline instruction under the influence of scientific culture. Findings reveal that teacher agency is enacted not only through pedagogical judgment and technological adaptation but also through cultural negotiation with the dominant norms embedded in digital tools and platforms. The study emphasizes that supporting teachers in blended learning requires more than technical training—it calls for critical awareness, ethical reflection, and identity development within the techno-cultural landscape of education.
