Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers’ use of the Internet in science teaching

Sorensen, Peter and Twidle, John and Childs, Ann (2014) Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers’ use of the Internet in science teaching. Teacher Development, 18 (1). pp. 107-123. ISSN 1747-5120

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Abstract

In many countries, governments are keen to persuade teachers at all levels to seek to enhance the learning of their students by incorporating information and communication technologies within their classrooms. This paper reports on the development of collaborative approaches to supporting use of the Internet by Post Graduate Certificate of Education (PGCE) science students on initial teacher education (ITE) courses in England, drawing on data from five higher education institution (HEI)–school partnerships across four years. A mixed-method approach was used, involving questionnaires, structured interviews, lesson observations and case studies. The outcomes of the first three years identified barriers to practice and suggested the need to develop more collaborative approaches to development. The focus of this paper is on examining ways in which university faculty tutors and mentors or cooperating teachers can work together with students on PGCE courses in developing practice. The lessons from this focus on the Internet, no longer a new technology, have enabled us to identify implications for HEI partnerships in ITE and suggest a need for further collaborative structures in order to support and develop practices, including those involving the innovative use of new technologies in the post-industrial society.

Item Type: Article
Additional Information: The Version of Record of this manuscript has been published and is available in Teacher Development 2014 http://www.tandfonline.com/10.1080/13664530.2013.878378
Keywords: ICT; Teacher education; Collaboration; Professional development
Schools/Departments: University of Nottingham UK Campus > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1080/13664530.2013.878378
Depositing User: Leavesley, Tracy
Date Deposited: 07 Mar 2016 11:23
Last Modified: 16 Sep 2016 21:35
URI: http://eprints.nottingham.ac.uk/id/eprint/31969

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