Blended approaches to teacher CPD – a scoping review
PHF’s Teacher Development Fund supports teachers to develop the skills, confidence and knowledge to embed arts-based learning across the primary curriculum. Due to the pandemic, an increasing amount of teacher continuing professional development (CPD) has taken a blended approach, combining digital and face-to-face delivery. This report from Chartered College of Teaching and Sheffield Hallam University explores what an effective blended approach to teacher CPD looks like. The scoping review analyses emerging themes from 30 studies from across the globe and shares findings and key considerations for effective design of blended CPD.