Exploring Blended Learning for Professional Development of Teachers: The Experience of Two Singaporean Chinese Language Teachers

This paper identifies potential of blended learning as a mean to advance teachers’ professional development. Employing a qualitative methodology, the study sought to understand and describe changes in beliefs and practices that teachers experienced as a result of attending professional development in the form of blended learning workshops. The elements that supported their learning and changes will be identified. The present study focuses on describing the experiences of two Singapore Chinese Language teachers. Based on the research findings, recommendations for the future design of professional development workshops adopting a blended learning approach are proposed in view of improving learning outcomes.