Tan Yan Ni, Tan Yuh Huann

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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.

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Keyword(s) : blended learning, chinese teacher,professional development