Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science

Earle, S ORCID: 0000-0002-6155-1098 (2024) 'Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science.' European Journal of Teacher Education. ISSN 1469-5928 doi: https://doi.org/10.1080/02619768.2024.2385047

Text 16382.pdf - Accepted Version Restricted to Repository staff only until 29 January 2026.

Abstract

A primary science programme for in-service teachers in England from the Teacher Assessment in Primary Science (TAPS) project has run face-to-face, online and ‘blended’ (mix of both) since 2019, allowing for a comparison of modes of delivery. This preliminary study aims to consider how these different modes impacted the discipline-specific professional development, especially in terms of practical work and primary science assessment. This article considers attendance, teacher viewpoints and described impact on practice from qualitative surveys completed by course attendees. Whilst the majority of teachers in the sample said that they preferred face-to-face professional learning, many acknowledged that the online mode supported their attendance, particularly for more rural schools. When describing formative use of assessment information to support learning in science, participants quoted a similar range of practice, irrespective of training mode. This study supports the global discussion regarding continuing online professional learning, with questions raised regarding teacher agency.

Item Type:	Article
UN SDGs:	Goal 4: Quality Education
Keywords:	primary science, online training, professional development, impact, teacher assessment
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	School of Education
Research Centres and Groups:	Centre for Research in Scientific and Technological Education
Date Deposited:	30 Jul 2024 15:06
Last Modified:	30 Jul 2024 15:06
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/16382

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