Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554197
Title: The development and analysis of a model of student teachers' online learning : a case study of PGCE geography
Author: Clarke, Linda
ISNI:       0000 0001 2409 5284
Awarding Body: University of Ulster
Current Institution: Ulster University
Date of Award: 2007
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Abstract:
This study is distinctive in its origins, its methodology, and in its theoretical approaches and outcomes. The aim of the work was to analyse student teachers' learning in the online components of an initial teacher education course, the PGCE in Geography at the University of Ulster. The author of the research is the Course Director of this programme. Her research topic is specifically related to her role. It has provided her with an opportunity to take timely advantage of favourable local infrastructural provision and policies in Northern Ireland. These have ensured both technological provision and high-level organisational support for e-Iearning in initial teacher education. In constructing the methodology the researcher has combined conventional research techniques, such as focus groups, with the panoptical tools of the VLE, such as tracking data. The process of formative dissemination has also been part of the methodology. Both case study evidence and learning theory (Community of Practice theory and Communal Constructivism) have been combined to produce an original model of student teachers' learning within a Professional Online District (POD). The most distinctive feature of the POD Model is the learning-curriculum dichotomy which recognises the potential of a VLE as a venue in which student teachers, working together in a Community of Practice, construct their own curriculum, both formal and informal/'hidden'. In addition, the study identified key technological barriers to learning relating to both connectivity and functionality. The student teachers also highlighted three other key issues which affected their learning: candour in online reflections, whether their work online should be compulsory and whether or not it should be assessed. The study's recommendations relate to both infrastructure and policy and to teaching, learning and research. They include: (a) The development of an advisory role for student teachers in the future development of Learning NI, and (b) The need for further research into the wider applicability of the POD Model, particularly in relation to creating continuity across the three phases of early teacher education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.554197  DOI: Not available
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