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

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Title: Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science.
Authors: Earle, Sarah1 (AUTHOR) s.earle@bathspa.ac.uk
Source: European Journal of Teacher Education. Jul2026, Vol. 49 Issue 3, p720-739. 20p.
Subject Terms: *In-service training of teachers, *Science education, *Teacher attitudes, *Online education, *Rural education, *Blended learning, *Academic achievement
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. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science.
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  Data: <searchLink fieldCode="AR" term="%22Earle%2C+Sarah%22">Earle, Sarah</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> s.earle@bathspa.ac.uk</i>
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Jul2026, Vol. 49 Issue 3, p720-739. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22In-service+training+of+teachers%22">In-service training of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Rural+education%22">Rural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/02619768.2024.2385047
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      – Code: eng
        Text: English
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      – SubjectFull: In-service training of teachers
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Teacher attitudes
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      – SubjectFull: Online education
        Type: general
      – SubjectFull: Rural education
        Type: general
      – SubjectFull: Blended learning
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      – SubjectFull: Academic achievement
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      – TitleFull: Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science.
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              Text: Jul2026
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