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

Sorensen, Peter; Twidle, John; Childs, Ann

Authors

Peter Sorensen

John Twidle

Ann Childs



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.

Citation

Sorensen, P., Twidle, J., & Childs, A. (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), doi:10.1080/13664530.2013.878378

Journal Article Type Article
Publication Date Feb 19, 2014
Deposit Date Mar 7, 2016
Publicly Available Date Mar 7, 2016
Journal Teacher Development
Print ISSN 1366-4530
Electronic ISSN 1747-5120
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 18
Issue 1
DOI https://doi.org/10.1080/13664530.2013.878378
Keywords ICT; Teacher education; Collaboration; Professional development
Public URL http://eprints.nottingham.ac.uk/id/eprint/31969
Publisher URL http://www.tandfonline.com/doi/abs/10.1080/13664530.2013.878378
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf
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

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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