A focus on coaching and mentoring can also be effective when delivered remotely, the research review finds, while giving teachers protected time to undertake CPD is just as important with remote approaches.
The review was published by the Education Endowment Foundation last month and has been produced in partnership with Durham University. It examined existing research from 17 systematic reviews and meta-analyses of the effectiveness of remote CPD.
The report urges schools not to suspend their CPD programmes until face-to-face training becomes possible again, but to embrace remote or blended approaches.
It highlights that coaching and mentoring approaches “can improve skills and knowledge of professionals when delivered remotely and may reduce feelings of isolation in professionals”.
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