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Blended Learning for In-service Teachers’ Professional Development: A Preliminary Look at Perspectives of Two Singapore Chinese Language Teachers PROCEEDINGS

, , Singapore Centre for Chinese Language, Singapore

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Attending traditional face-to-face professional development (PD) workshops is a dominant mode of PD for in-service Chinese Language teachers in Singapore. Research has shown that such workshops may offer little impact on changing teachers’ practice and students’ achievement. The purpose of the study is to investigate the outcomes of a blended learning approach to teachers’ PD aimed at addressing existing gaps. The blended PD workshops combined traditional physical classes, and online e-learning in its design. The “blend” in this study is interaction-focused based on a social constructivist approach to learning (Vygotsky, 1978). This paper discusses preliminary findings of the outcomes based on two teacher participants. Their satisfaction of the workshop, changes in cognition, practices, and beliefs are explored.

Citation

Tan, Y.N. & Tan, Y.H. (2015). Blended Learning for In-service Teachers’ Professional Development: A Preliminary Look at Perspectives of Two Singapore Chinese Language Teachers. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 670-675). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2018 from .

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